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dc.contributor.authorMoore, James
dc.date.accessioned2022-05-04T11:58:12Z
dc.date.available2022-05-04T11:58:12Z
dc.date.issued2020-01-04
dc.identifier.issn2043-8338
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/336721
dc.description.abstractSelf-assessment is a complex metacognitive process with widely reported benefits for students in secondary education. This paper explores the impact of self-assessment on the learning and motivation of a year 12 physics class in a Cambridgeshire secondary school over a sequence of lessons covering the topic of energy. The use of self-assessment appeared to benefit students by providing them with timely, insightful feedback and promoting self-reflection and self-regulation, whilst also enabling differentiation and promoting mastery. Incorporating self-assessment in homework emerged as an opportunity for developing future practice and research, in particular using online platforms that enable students to guide their own learning.
dc.publisherFaculty of Education
dc.rightsAll Rights Reserved
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/
dc.subjectPGCE Secondary Science
dc.subjectself-assessment
dc.subjectEducation
dc.subjectClassroom
dc.subjectPhysics
dc.title“Mark it yourself, it’s good for you!” A case study examining the impact of self-assessment on student learning and motivation in a year 12 physics class studying energy
dc.typeArticle
prism.endingPage116
prism.publicationNameJournal of Trainee Teacher Educational Research
prism.startingPage79
prism.volume11
dc.identifier.doi10.17863/CAM.84144


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