From Grading to Guiding: When students learn to evaluate their own work, teachers' roles in assessment change for the better.

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Bibliographic Details
Title:	From Grading to Guiding: When students learn to evaluate their own work, teachers' roles in assessment change for the better.
Authors:	FISHER, DOUGLAS^1,2, FREY, NANCY^1,2
Source:	Educational Leadership. Dec2025/Jan2026, Vol. 83 Issue 4, p60-61. 2p.
Subject Terms:	Formative tests, Summative tests, Educational leadership, Peer review of students, *Student engagement
Abstract:	The article focuses on how teaching students to self-assess transforms the teacher's role from evaluator to guide, fostering ownership, reflection, and deeper learning. Topics include student self-assessment strategies, single-point rubrics, and empowering students through formative feedback and peer evaluation.
Database:	Education Research Complete

Description
Abstract:	The article focuses on how teaching students to self-assess transforms the teacher's role from evaluator to guide, fostering ownership, reflection, and deeper learning. Topics include student self-assessment strategies, single-point rubrics, and empowering students through formative feedback and peer evaluation.
ISSN:	00131784