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dc.contributor.authorEarl Rinehart, (Suzanne) Kerry
dc.date.accessioned2015-01-05T22:17:22Z
dc.date.available2013
dc.date.available2015-01-05T22:17:22Z
dc.date.issued2013
dc.identifier.citationEarl, K. (2013). Self-assessment: Questioning my classroom practice. New Zealand Journal of Teachers’ Work, 10(2), 209–219.en
dc.identifier.issn1176-6662
dc.identifier.urihttps://hdl.handle.net/10289/9033
dc.description.abstractSelf-assessment activities have become commonplace in classroom environments. Just like most other primary teachers I use self-assessment activities in my classroom practice with good intentions for encouraging children to consider their own learning and achievement. Looking back, however, I see my use of self-assessment tasks served teacher and teaching purposes above student needs and the longer-term goal of developing self-directed (life-long) learners. In hindsight I believe what I was calling self-assessment could more accurately, and perhaps more helpfully, be defined as short, guided reflections. This paper questions this classroom practice and goes on to question the term ‘self-assessment’ suggesting we examine closely our meaning, purpose and practice of self-assessment in the classroom. This paper concludes with questions for teachers to use in reconsidering self-assessment in their own classroom practice.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherMassey University
dc.rightsThis article has been published in the journal: New Zealand Journal of Teachers’ Work. Used with permission.
dc.titleSelf-assessment: Questioning my classroom practice
dc.typeJournal Article
dc.relation.isPartOfNew Zealand Journal of Teachers’ Work
pubs.begin-page209
pubs.elements-id85367
pubs.end-page219
pubs.issue2
pubs.publication-statusPublished
pubs.volume10


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