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Formative self–assessment in mathematics with sections

Julija Petek (2018) Formative self–assessment in mathematics with sections. Diploma thesis.

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    Abstract

    The diploma thesis discusses formative self-assessment in mathematics. The theoretical part presents formative knowledge assessment, self-assessment and the importance of constructive feedback. Under right conditions self-assessment can provide very good and useful feedback to improve learning. This conforms to the model of self-regulated learning developed by Zimmerman. Rubrics can be a very strong tool for self-assessment, especially if teachers do not link them with grades and give students enough time and support to fill them. That is why I researched the suitability of rubrics for learning mathematics in the empirical part of the thesis. I found out that students themselves can be a good source of feedback. With the help of formative knowledge self-assessment with rubrics students learn to assess their learning and find new strategies to improve their knowledge.

    Item Type: Thesis (Diploma thesis)
    Keywords: formative knowledge assessment, self-assessment, feedback, rubrics, knowledge control
    Number of Pages: 37
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Zlatan MagajnaMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=12119625)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5298
    Date Deposited: 06 Sep 2018 15:58
    Last Modified: 06 Sep 2018 15:58
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5298

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