Does Continuous Self-Assessment Help to Improve Students' Understanding of Mathematics?
Abstract
This paper explores the broad topic of assessment with specific research on self-assessment in a high school mathematics classroom. it unveils the views currently published stating the many different types of assessment and how to use them in a classroom. It also discusses the benefit for self-assessment on student learning. It includes the methods and results of a study focusing on getting students familiar with self-assessing their learning and study habits. The discussion provides insight to the implication that mathematics teachers must strive to include self-assessment concepts in their classroom setting to help students achieve greater understanding of their learning.
This paper has been withdrawn.