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ABSTRACT Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for selfassessment, based on different educational purposes (N = 299).

Author

Pedro Alberto Herrera Ledesma

Language

EN