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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.
Fontana et al. (Tue,) studied this question.