The diploma thesis discusses formative self-assessment in mathematics. The theoretical part presents formative knowledge assessment, self-assessment and the importance of constructive feedback. Under right conditions self-assessment can provide very good and useful feedback to improve learning. This conforms to the model of self-regulated learning developed by Zimmerman. Rubrics can be a very strong tool for self-assessment, especially if teachers do not link them with grades and give students enough time and support to fill them. That is why I researched the suitability of rubrics for learning mathematics in the empirical part of the thesis. I found out that students themselves can be a good source of feedback. With the help of formative knowledge self-assessment with rubrics students learn to assess their learning and find new strategies to improve their knowledge.
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