This investigation was an exploration of a small group of teachers’ interpretations of self-assessment, both in theory and in practice. Teachers talked about their beliefs about self-assessment, the extent to which they supported the use of self-assessment strategies in their classrooms, and ways they went about this. They identified conditions that were enabling for student self-assessment, as well as barriers and challenges they faced. The research is therefore framed from the teachers’ perspectives, although comparisons are drawn to findings from other research.
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