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Unlocking awareness and ownership of learning.
Abstract
This paper describes a self-assessment process put in place by a performing arts professor and a mathematics education professor teaching Styles of Acting and Directing and Teaching Math for Elementary School Teachers respectively. Through journaling and portfolio responses, students gathered evidence of learning that was then articulated in a final self-assessment where they assigned themselves a grade for the course. Students reported awareness of their own learning styles as well as ownership of their learning that was different to previous learning experiences.
Introduction
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Source: HighBeam Research, Unlocking awareness and ownership of learning.