Self-Assessment in Learning: The Relationship Between Active Feedback Strategies And Metacognitive Development
The aim of this action research study was to test the hypothesis that students who take an active part in the feedback process will increase their metacognitive development and raise their achievement. Individuals were given a self-assessment proforma and asked to self-assess their assignments fo...
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| Format: | Article |
| Language: | English |
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University of Huddersfield Press
2014-06-01
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| Series: | Teaching in Lifelong Learning: A Journal to Inform and Improve Practice |
| Online Access: | http://dx.doi.org/10.5920/till.2014.615 |