Self- and Peer-Assessment and Taking Responsibility: The Science Student's Role in Formative Assessment

Research output: Contribution to journalArticlepeer-review

Abstract

Describes work on the issue of self- and peer-assessment by twelve science teachers in six schools in London and draws on the teachers' written accounts. Describes the rationale and the practices developed as well as whether or not the new classroom methods described are practicable. (Author/MM)
Original languageEnglish
Pages (from-to)43 - 49
Number of pages7
JournalSCHOOL SCIENCE REVIEW
Volume83
Issue number302
Publication statusPublished - 2001

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