Peer and Self-Assessment in High Schools
نویسندگان
چکیده
Formative assessment is recognized as an important component of teachers’ classroom assessment strategies; recent research has pointed to peer and self-assessment as a way to operationalize the principles of formative assessment. The purpose of this study was to explore the nature and frequency of high school teachers’ use of peer and self-assessment. The results indicate that many teachers find peer and self-assessment useful and that there is potential for greater classroom applicability but that more research is needed to guide wide spread use of these assessment strategies.
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