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International Journal of Inclusive Education Volume 17, 2013 - Issue 8: MAKING INCLUSIVE EDUCATION HAPPEN: IDEAS FOR SUSTAINABLE CHANGE
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Articles

Self-assessment as a process for inclusion

Roseanna Bourke School of Educational Psychology and Pedagogy, Victoria University Wellington, New ZealandCorrespondence[email protected]
&
Mandia Mentis School of Education, Massey University College of Education, New Zealand
Pages 854-867 | Received 20 Nov 2009, Accepted 01 Jun 2010, Published online: 24 Nov 2011

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Alexandra Sewell, Anastasia Kennett & Victoria Pugh. (2022) Universal Design for Learning as a theory of inclusive practice for use by educational psychologists. Educational Psychology in Practice 38:4, pages 364-378.
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Kevin Chang & Lucas de Lemos Coutinho. (2022) Administering Homework Self-Grading for an Engineering Course. College Teaching 70:3, pages 387-395.
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André Moura, Amândio Graça, Ann MacPhail & Paula Batista. (2021) Aligning the principles of assessment for learning to learning in physical education: A review of literature. Physical Education and Sport Pedagogy 26:4, pages 388-401.
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Orly Haim. (2021) Exploring perceived multilingual proficiency among immigrant youth with different arrival ages in the destination country. Journal of Multilingual and Multicultural Development 0:0, pages 1-21.
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Katharina-Theresa Lindner & Susanne Schwab. (2020) Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education 0:0, pages 1-21.
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Cecilia Azorín & Mel Ainscow. (2020) Guiding schools on their journey towards inclusion. International Journal of Inclusive Education 24:1, pages 58-76.
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Xiangdong Li. (2018) Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback. The Interpreter and Translator Trainer 12:1, pages 48-67.
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Nathan Rickey, Christopher DeLuca & Pamela Beach. (2023) Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes. Metacognition and Learning 18:3, pages 945-981.
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KDV Prasad, Alaa Aladini, Nozliya Zarilovna Normurodova & Barana Belton. (2023) Take language assessment easy: the mediator impacts of self-assessment, test-taking skills in predicting student evaluation apprehension, foreign language learning self-esteem, and language achievement in online classes. Language Testing in Asia 13:1.
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Mahyudin Ritonga, Ahmad Abdulkareem Shaban, Anwar Hammad Al-Rashidi & Noam Chilani. (2023) Engagement in On-line Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical?. Language Testing in Asia 13:1.
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Basem Okleh Salameh Al-Hawamdeh, Negash Hussen & Nasser Said Gomaa Abdelrasheed. (2023) Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy. Language Testing in Asia 13:1.
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Sayed M. Ismail & Tahereh Heydarnejad. (2023) Probing into the influence of EFL learners’ self-assessment and evaluation apprehension in predicting their personal best goals and self-efficacy skills: a structural equation modeling. Language Testing in Asia 13:1.
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Mubarak Aldosari, Tahereh Heydarnejad, Arash Hashemifardnia & Mohammed Abdalgane. (2023) The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning. Language Testing in Asia 13:1.
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Riswanto, Tahereh Heydarnejad, Elham Saberi Dehkordi & Bambang Parmadi. (2022) Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem. Language Testing in Asia 12:1.
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Anwar Hammad Al-Rashidi, Muhammad Asif, Masoumeh Ghasemi Vanani & Amhara Aberash. (2022) Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude. Language Testing in Asia 12:1.
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Tahereh Heydarnejad, Khaled Ahmed Abdel-Al Ibrahim, Nasser Said Gomaa Abdelrasheed & Ehsan Rezvani. (2022) The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling. Language Testing in Asia 12:1.
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Julie Arnold. (2022) Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience. Review of Education 10:3.
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Marisa Carvalho, Joana Cruz, Helena Azevedo & Helena Fonseca. (2022) Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire. Frontiers in Education 7.
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Semih OKATAN, Hülya YUMRU & Mine YAZICI. (2022) A Formative Approach To Translator TrainingÇevirmen Eğitimine Biçimlendirici Bir Yaklaşım. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:1, pages 164-198.
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Eleni Meletiadou. 2022. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning 27 53 .
Nokukhanya Noqiniselo Jili. 2022. Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse. Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse 195 206 .
Margarita Knickenberg, Carmen L. A. Zurbriggen & Susanne Schwab. (2022) Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings. SAGE Open 12:1, pages 215824402210798.
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Marcela Pozas, Claudia Jaquelina González Trujillo & Verena Letzel. (2021) A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice. Journal of Research in Special Educational Needs 21:3, pages 222-232.
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Dorit Alt & Nirit RaichelDorit Alt & Nirit Raichel. 2021. Equity and Formative Assessment in Higher Education. Equity and Formative Assessment in Higher Education 19 39 .
Susanne Schwab & Ghaleb Hamad Alnahdi. (2020) Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire. Frontiers in Psychology 11.
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Verónica Martínez, María A. Mon, Marina Álvarez, Eva Fueyo & Alejandra Dobarro. (2020) e -Self-Assessment as a Strategy to Improve the Learning Process at University . Education Research International 2020, pages 1-9.
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Jill Willis & Andrew Gibson. 2020. Teacher Education in Globalised Times. Teacher Education in Globalised Times 93 113 .
Katharina-Theresa Lindner, Ghaleb H. Alnahdi, Sebastian Wahl & Susanne Schwab. (2019) Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. Frontiers in Education 4.
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Kevin Chang. (2019) Homework Assignment Self-Grading: Perspectives from a Civil Engineering Course. Homework Assignment Self-Grading: Perspectives from a Civil Engineering Course.
Patricia Olmos Rueda & Óscar Mas Torelló. (2018) Validación de AUTOCOM: autoevaluación de las competencias básicas de jóvenes en el marco de programas formativos de segunda oportunidad. Revista Electrónica de Investigación Educativa 20:4, pages 24-36.
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María Isabel Barba Aragón. (2018) EFECTOS DE LA AUTOEVALUACIÓN Y DE LA EVALUACIÓN 360º EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE. Journal of Management and Business Education 1:3, pages 226-239.
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Linda J. Graham, Haley Tancredi, Jill Willis & Kelli McGraw. (2018) Designing out barriers to student access and participation in secondary school assessment. The Australian Educational Researcher 45:1, pages 103-124.
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Pavlína Částková. 2018. Rozvoj sebehodnocení žáka v technické výchově na primární škole. Rozvoj sebehodnocení žáka v technické výchově na primární škole.
Anthoula Kefallinou & Verity Donnelly. 2016. Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap. Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap 209 227 .

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