Feature: Student Perspectives on Self-Assessment: Insights and Implications

Teaching English in the Two-Year College Mar 2014

Feature: Student Perspectives on Self-Assessment: Insights and Implications

Rachel Ihara

Abstract

This article explores students’ responses to a formal self-assessment assignment, situating their views within the context of the texts they produced, identifying connections to scholarship on self reflection, and proposing a rethinking of pedagogical practices around reflective writing.

Journal: Teaching English in the Two-Year College
Published: 2014-03-01
DOI: 10.58680/tetyc201424603
Open Access: Closed
Topics: multilingual writers

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Cited by in this index (1)

Bledsoe (2019)

Materially Engaged Reading in the Writing Classroom

Pedagogy

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Feature: Student Perspectives on Self-Assessment: Insights and Implications

Abstract

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