Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18168
Title: 
Variation in students’ conceptions of self-assessment and standards
Authors: 
Issue Date: 
2011
Citation: 
Tan, K. H. K., Teo, C. T., & Ng, C. S. (2011). Variation in students’ conceptions of self-assessment and standards. Education Research International, 2011(2011): Article ID 487130. http://dx.doi.org/10.1155/2011/487130
Abstract: 
This paper reports the results of a phenomenographic study on the different ways that secondary students understood and utilized student self-assessment and how various ego types could affect the accuracy of self-assessment. The study sought to contribute to the growing literature which recognizes the critical role that students play in assessment processes, and in particular the different roles that they assume in student self-assessment. The results of the study provide insights into how different students experience self-assessment by articulating the variation in the perception and purposes of assessing one’s own learning. This variation is
depicted as a hierarchy of logically related students’ conceptions of self-assessment.
URI: 
ISSN: 
2090-4002
Other Identifiers: 
10.1155/2011/487130
Website: 
Appears in Collections:Journal Articles

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