The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
Volume: 34, Issue: 1, Pages: 45 - 59
Published: Nov 21, 2014
Abstract
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral,...
Paper Details
Title
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
Published Date
Nov 21, 2014
Volume
34
Issue
1
Pages
45 - 59
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