Please use this identifier to cite or link to this item:
Pupil self-assessment in mathematics: A viable alternative assessment strategy?
Issue Date: 
Yeow, C. H., & Quek, K. S. (2004). Pupil self-assessment in mathematics: A viable alternative assessment strategy? In L. C. Chew (Ed.), Innovation & enterprise: Education for the new economy: Proceedings for the ERAS Conference (pp. 150-158). Singapore: Educational Research Association.
Pupil self-assessment as an alternative assessment strategy was tried out in two Primary 3
classes as part of an ongoing research project on integrating "new" assessment strategies in
mathematics. The pupils were involved in judging the extent to which they have learnt and in
thinking back to and reporting on their experiences of learning mathematics. They engaged in
the self-assessment tasks where appropriate during the daily lesson. This paper describes
briefly the self-assessment project and highlights some preliminary findings from classroom
observation notes and pupil responses to the tasks. Pupil self-assessment can be a viable
source of assessment information for improving learning and teaching. The challenges faced
and questions raised are presented.
This paper was published in the Proceedings of ERAS Conference held in Singapore from 24-26 November 2004
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ERAs-2004-150.pdf494.67 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

checked on Mar 23, 2018

Download(s) 50

checked on Mar 23, 2018