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Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.
This book examines the full range of concerns about self assessment in higher education, placing it in the wider context of innovative teaching and learning practices. The author shows how self assessment compares with assessment by others.
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful…