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Self-assessment: grading or knowing?
Abstract
Self-assessment is intended to foster awareness of one's own knowledge and skill levels. It is also intended to foster learning beyond the classroom, especially in professional programs. Linking self-assessment to grading defeats these intentions. It limits the learners' focus to the course. This paper proposes an alternative that allows student self-assessment and instructor grading to coincide while encouraging students to assume control of their learning.
Introduction
By posing the question "How do they know they know?", adult educator Jane Vella (Vella, Berardinelli, & Burrow, 1998) challenges those of us in professional ...
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