Self-assessment by self-questioning in the instructional and practical phases of mathematics learningMastnak, Adrijana (Avtor) Valenčič Zuljan, Milena (Avtor) Magajna, Zlatan (Avtor) accuracy of self-assessmentinstructional and practical phases of learningmathematics teachingself-assessment by self-questioningIn this paper, we present a study in which we developed a self-assessment model based on students’ self-questioning, and investigated its impact on improving the accuracy of students’ self-assessment. The impact of the model was determined on a sample of 164 Grade 7 students in the instructional and practical phases of mathematics learning. It was found that the use of the model resulted in improved accuracy in students’ self-assessment in both phases and, for low- and high- achievers.20232024-03-12 12:27:28Članek v reviji154974UDK: 373.32.016:51ISSN pri članku: 2029-0551DOI: 10.15823/p.2023.149.8COBISS_ID: 188412163slPodatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 12. 3. 2024)