Self-Assessment by Self-Questioning in the Instructional and Practical Phases of Mathematics Learning
Keywords:accuracy of self-assessment, instructional and practical phases of learning, mathematics teaching, self-assessment by self-questioning
In this paper, we present a study in which we developed a self-assessment model based on students’ self-questioning, and investigated its impact on improving the accuracy of students’ self-assessment. The impact of the model was determined on a sample of 164 Grade 7 students in the instructional and practical phases of mathematics learning. It was found that the use of the model resulted in improved accuracy in students’ self-assessment in both phases and, for low- and high- achievers.
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Copyright (c) 2023 Adrijana Mastnak, Milena Valenčič Zuljan, Zlatan Magajna
This work is licensed under a Creative Commons Attribution 4.0 International License.