The project reported in this paper developed an empirically based multidimensional assessment of self-directed learning through inquiry for use in primary schools that want to promote self-directed active learners. Development of the assessment tools and initial findings regarding validity and reliability of the assessment are reported. Intended and actual usage of the tools are discussed and suggestions for further study are offered.
|Number of pages||20|
|Journal||Assessment in Education: Principles, Policy and Practice|
|State||Published - Mar 2002|