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ERIC Number: EJ1018041
Record Type: Journal
Publication Date: 2013-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1696-2095
Self-Assessment: Theoretical and Practical Connotations. When It Happens, How Is It Acquired and What to Do to Develop It in Our Students
Panadero, Ernesto; Alonso-Tapia, Jesus
Electronic Journal of Research in Educational Psychology, v11 n2 p551-576 Sep 2013
Self-assessment is one of the most usual activities in classroom from all different educational levels. However a high percentage of teachers report not knowing how self-assessment influence students' learning or how to implement it successfully in their classrooms. In this article two different lines of research concerning self-assessment will be analysed (self-regulation and formative assessment) along with a new conceptualization of what self-assessment is. Later the relationship between self-assessment and the use of learning strategies by the students will be examined explaining how this skill can be acquired. In the last sections it will be analysed how the use of different pedagogic strategies can enhance a successful implementation of self-assessment in classrooms.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A