Improvements in mathematics performance as a consequence of self‐assessment in Portuguese primary school pupils

Abstract

The research set out to test the effects upon children's academic (mathematical) performance of the regular use of pupil self‐assessment techniques taught to a group of 25 primary school teachers on a 40 hours INSET course, and subsequently introduced by them as routine procedures in their individual classes. Results showed that the children ( N =354) in these classes manifested significant improvements in scores on a purpose‐built mathematics test when compared to a control group of children ( N =313) in classes where pupil self‐assessment was not employed.