Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21684
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dc.contributor.authorWong, Hwei Mingen
dc.date.accessioned2019-11-11T02:35:55Z-
dc.date.available2019-11-11T02:35:55Z-
dc.date.issued2017-
dc.identifier.citationWong, H. M. (2017). Implementing self-assessment in Singapore primary schools: Effects on students’ perceptions of self-assessment. Pedagogies: An International Journal, 12(4), 391-409. https://dx.doi.org/10.1080/1554480X.2017.1362348en
dc.identifier.issn1554-480X (print)-
dc.identifier.issn1554-4818 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/21684-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Pedagogies: An International Journal. The published version is available online at https://dx.doi.org/10.1080/1554480X.2017.1362348-
dc.description.abstractStudent academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students’ perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-post-test design, involved 146 Primary 4 (aged 10) students with 75 students being taught the use of self-assessment (intervention group) and 71 students who did not receive any training (comparison group). Data was collected using a Self-Assessment Questionnaire (SAQ), wherein the students reported on the domains of Knowledge Application, Independent Learning, Communication and Motivation. The results revealed an improvement in the intervention students’ perceptions towards self-assessment after the use of self-assessment and there were differences between the intervention students and the comparison students. The findings and the implications for students will be discussed in the article.en
dc.language.isoenen
dc.subjectSelf-assessmenten
dc.subjectPrimary schoolen
dc.subjectStudentsen
dc.subjectSingaporeen
dc.subjectAssessment for learningen
dc.subjectFormative assessmenten
dc.titleImplementing self-assessment in Singapore primary schools: Effects on students’ perceptions of self-assessmenten
dc.typePostprinten
dc.identifier.doi10.1080/1554480X.2017.1362348-
local.message.claim2022-10-26T11:41:17.312+0800|||rp00299|||submit_approve|||dc_contributor_author|||None*
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.languageiso639-1en-
item.openairetypePostprint-
item.grantfulltextOpen-
item.cerifentitytypePublications-
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