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Student self-assessment: teachers’ strategy for developing metacognitive behaviors and ability to facilitate learning- S.Y. 2019-2020 (Record no. 4908)

MARC details
000 -LEADER
fixed length control field 01364nam a22001217a 4500
100 ## - MAIN ENTRY--AUTHOR NAME
Personal name Abuan, Fernando N.
245 ## - TITLE STATEMENT
Title Student self-assessment: teachers’ strategy for developing metacognitive behaviors and ability to facilitate learning- S.Y. 2019-2020
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication Aurora
Name of publisher ASCOT
Year of publication 2020
500 ## - GENERAL NOTE
General note Master of Education Major in Science Education
520 ## - SUMMARY, ETC.
Summary, etc Teachers using self-assessment in classrooms understand its vital role in a student’s ability to understand their own learning. The diversity of the student learners requires a diversity of assessment strategies. Specifically, in an inquiry-based science classroom, students must be able to identify their current skills and their areas of growth. The implementation of self-assessment strategies helps students to set goals and achieve them. I believe effective self-assessment is a critical link between assessment activities and improved metacognition. It is link that we teachers often fail to acknowledge. I suspect that effective teachers teach students how to carry out self-assessment on their understanding of course content. Less effective teachers may provide self-assessment opportunities, but they are either not effectively designed, or students may not recognize the importance of these opportunities or know how to take advantage of them.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Self-assessment.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Continuing Resources
Holdings
Collection code Home library Current library Date acquired Koha item type
Thesis ASCOT Library - Zabali Campus ASCOT Library - Zabali Campus 08/01/2021 Continuing Resources