Student engagement and student self‐assessment: the REAL framework

By G. Munns, H. Woodward. 2006

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c9fa384f0afa9ef859caaab0fe81cf3e714c50e3

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, background): “Furthermore, self-assessment is associated with improved motivation, engagement, and efficacy (Griffiths & Davies, 1993; Klenowski, 1995; Munns & Woodward, 2006; Schunk, 1996), reducing dependence on the teacher (Sadler, 1989).”
‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education (2010, background): “The importance of student engagement and of seeking their perceptions and experiences of learning is widely supported (Flutter and Rudduck 2004 ; Cowie 2005 ; Munns and Woodward 2006 ).”
Finding the Humanity in the Data: Understanding, Measuring, and Strengthening Student Engagement (2012, background): “Students engaged in this way are not just going through the motions of the academic experience but are self-refl ective about their learning and feel connections between their lives and their work (Linnenbrink & Pintrich, 2003 ; Munns & Woodward, 2006 ) .”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Improved student motivation, self-efficacy, engagement, student behavior, and quality of student-teacher relationships have all been found as a consequence of self-assessment (Glaser et al. 2010; Griffiths and Davies 1993; Munns and Woodward 2006; Olina and Sullivan 2002; Schunk 1996).”