Peer-Assessment: Economic Convenience or Pedagogical Preference?
Epistemological perspectives and the relationship with support for self- and peer-assessment among pre-service primary teachers in Australia.
||Peer Assessment, Self Assessment, Higher Education, Teacher Education, Fiscal Pressures, Epistemological Perspectives, Accountability, Gender, Connected Knowing, Separate Knowing
The International Journal of Knowledge, Culture and Change Management, Volume 6, Issue 8, pp.145-158.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 2.056MB).
Christine Brew is a lecturer in Mathematics Education and Post-Graduate Studies at La Trobe University, Melbourne. Her earlier research areas encompass innovative classroom practice in tertiary biology, senior secondary mathematics education and shifting epistemological perspectives for “maths anxious” women returning to study within the post-secondary sector. More recent research interests include the role of emotional epistemologies as foundational to leadership development programmes and the development of an instrument to measure student connectedness and sense of belonging at school. Her current focus is researching best practice in primary mathematics education and the impact of current economic realities on her own and colleagues’ practices particularly with respect to assessment practices within a one-year teacher education program.
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