Student Self-Assessment as a Process for Learning
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Student Self-Assessment as a Process for Learning
Yan, Zi
Taylor & Francis Ltd
05/2024
162
Mole
9780367754693
Pré-lançamento - envio 15 a 20 dias após a sua edição
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1. Student self-assessment: A process for learning 2. Developing a self-assessment process model 3. Assessing self-assessment practices 4. The extended use of the Self-assessment Practice Scale 5. Predictors of student self-assessment 6. The effect of self-assessment on academic performance 7. Self-assessment and self-regulated learning 8. Self-assessment and feedback literacy 9. Sustainable self-assessment interventions 10. Self-assessment for learning: Future agendas
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Assessment;Educational Assessment;self-regulated learning;measurement;academic impact;teaching and learning;higher education;schooling;Hong Kong;Self-regulated Learning Phases;Peer Assessment Results;Self-assessment Accuracy;TPB Scale;Self-assessment Practice;Multidimensional Rasch Model;Cyclical Process Model;Confirmatory Factor Analysis Factor Loadings;Sf;Rasch Model;Peer Assessment;Outfit MNSQ;Self-assessment Actions;Latent Trait Scale;Rasch Analysis;Self-assessment Process;Perceived Behavioural Control;Feedback Literacy;Appraisal Phase;Standardised Confirmatory Factor Analysis;Gamma Hat;Co-regulated Learning;SRL Process;Rasch Item Difficulties;Substantive DIF
1. Student self-assessment: A process for learning 2. Developing a self-assessment process model 3. Assessing self-assessment practices 4. The extended use of the Self-assessment Practice Scale 5. Predictors of student self-assessment 6. The effect of self-assessment on academic performance 7. Self-assessment and self-regulated learning 8. Self-assessment and feedback literacy 9. Sustainable self-assessment interventions 10. Self-assessment for learning: Future agendas
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Assessment;Educational Assessment;self-regulated learning;measurement;academic impact;teaching and learning;higher education;schooling;Hong Kong;Self-regulated Learning Phases;Peer Assessment Results;Self-assessment Accuracy;TPB Scale;Self-assessment Practice;Multidimensional Rasch Model;Cyclical Process Model;Confirmatory Factor Analysis Factor Loadings;Sf;Rasch Model;Peer Assessment;Outfit MNSQ;Self-assessment Actions;Latent Trait Scale;Rasch Analysis;Self-assessment Process;Perceived Behavioural Control;Feedback Literacy;Appraisal Phase;Standardised Confirmatory Factor Analysis;Gamma Hat;Co-regulated Learning;SRL Process;Rasch Item Difficulties;Substantive DIF
