Peer and Self-Assessment in High Schools
DOI
https://doi.org/10.7275/a166-vm41
Abstract
Formative assessment is recognized as an important component of teacher's classroom assessment strategies; recent research has pointed to peer and self-assessment as a way to operationalize the principles of formative assessment. The purpose of this study was to explore the nature and frequency of high school teacher's use of peer and self-assessment. The results indicate that many teachers find peer and self-assessment useful and that there is potential for greater classroom applicability but that more research is needed to guide wide spread use of these assessment strategies. Accessed 27,609 times on https://pareonline.net from November 18, 2005 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Noonan, Brian and Duncan, C. Randy
(2019)
"Peer and Self-Assessment in High Schools,"
Practical Assessment, Research, and Evaluation: Vol. 10, Article 17.
DOI: https://doi.org/10.7275/a166-vm41
Available at:
https://scholarworks.umass.edu/pare/vol10/iss1/17