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Artículos de revistas sobre el tema "Self-evaluation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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1

Abdillah, Muhamad Hasan, Fatwa Tentama, Herlina Siwi Widiana, and Zurqoni. "Self-regulation, self-evaluation, and self-efficacy: How does its impact on employability?" International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (September 1, 2023): 1165–73. https://doi.org/10.11591/ijere.v12i3.25076.

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This study investigated whether self-regulation, self-evaluation, and self-efficacy can predict students’ employability levels, either simultaneously or partially. Researchers used class XII students of Muhammadiyah 1 Bambanglipuro Vocational High School, Indonesia with the criteria of having implemented industrial work practices (N=433) as research subjects. The sample consisted of 168 students obtained randomly by cluster sampling technique. Likert model scale as the main instrument in obtaining empiric data to answer the research hypothesis using multiple regression techniques with the help of the SPSS V.23 program. Based on the results of the analysis, it is known that self-regulation, self-evaluation, and self-efficacy have a very significant effect on the level of employability (F=134.28 and sig.=.000). Partially, each independent variable (self-regulation, self-evaluation, and self-efficacy) also has a very significant effect on employability with statistical values (t) obtained at 11.54, 3.24, 7.99 and sig. level of .000, .001, .000. These findings provide evidence that self-originating factors (self-regulation, self-evaluation, and self-efficacy) are sufficiently capable of increasing employability. Thus, it can be concluded that internal factors are one of the critical factors in predicting the employability of vocational students.

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2

Lavaroni, Charles. "Self-Evaluation." Inquiry: Critical Thinking Across the Disciplines 14, no. 2 (1994): 52–57. http://dx.doi.org/10.5840/inquiryctnews19941426.

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3

Wilbur, Colburn S. "Self-evaluation." New Directions for Philanthropic Fundraising 2004, no. 45 (2004): 21–29. http://dx.doi.org/10.1002/pf.69.

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4

Hewitt, Michael P. "The Impact of Self-Evaluation Instruction on Student Self-Evaluation, Music Performance, and Self-Evaluation Accuracy." Journal of Research in Music Education 59, no. 1 (December 16, 2010): 6–20. http://dx.doi.org/10.1177/0022429410391541.

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The author sought to determine whether self-evaluation instruction had an impact on student self-evaluation, music performance, and self-evaluation accuracy of music performance among middle school instrumentalists. Participants ( N = 211) were students at a private middle school located in a metropolitan area of a mid-Atlantic state. Students in intact classes, grades 5 through 8, were assigned to one of three treatment groups: self-evaluation instruction (SE-I), self-evaluation only (SE-O), or no self-evaluation (SE-No) for treatment lasting 5 weeks. All groups played through music used in the study at each lesson and heard a model recording of it. Participants in the SE-I group received instruction in self-evaluation while students in the SE-O group self-evaluated their performances daily and the SE-No group received no additional instruction. Results suggest that instruction in self-evaluation had little impact on students’ self-evaluation accuracy or music performance, although grade level did influence music performance. Additional time may be necessary for students to learn to evaluate their own performances effectively; however, it is interesting that students’ music performance did not appear to suffer from time spent in self-evaluation instruction or practice. Music teachers may wish to consider implementing self-evaluation strategies to help students develop the skills necessary for successful self-regulation of music performance.

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5

Lishinski, Alex, and Aman Yadav. "Self-evaluation Interventions." ACM Transactions on Computing Education 21, no. 3 (June 2021): 1–28. http://dx.doi.org/10.1145/3447378.

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Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.

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6

Wroe, Annette, and Rob Halsall. "School Self-Evaluation." Research in Education 65, no. 1 (May 2001): 41–52. http://dx.doi.org/10.7227/rie.65.4.

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7

Jones, Caroline. "Self Evaluation Forms." Practical Pre-School 2009, no. 98 (March 2009): 12–13. http://dx.doi.org/10.12968/prps.2009.1.98.39447.

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8

Taylor, Shelley E., Efrat Neter, and Heidi A. Wayment. "Self-Evaluation Processes." Personality and Social Psychology Bulletin 21, no. 12 (December 1995): 1278–87. http://dx.doi.org/10.1177/01461672952112005.

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9

Silvia, Paul J., and Ann G. Phillips. "Self-Awareness, Self-Evaluation, and Creativity." Personality and Social Psychology Bulletin 30, no. 8 (August 2004): 1009–17. http://dx.doi.org/10.1177/0146167204264073.

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10

Stallings, Virginia, and Carol Tascione. "Student Self-Assessment and Self-Evaluation." Mathematics Teacher 89, no. 7 (October 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.

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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

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11

Subramanian, N., and Kalaiselvi M. "ATTITUDE TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION OF HIGH SCHOOL STUDENTS." International Journal of Innovative Research in Engineering and Multidisciplinary Physical Sciences 7, no. 4 (August 1, 2019): 1–2. https://doi.org/10.5281/zenodo.13130982.

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The study was conducted to find out attitude towards CCE among high school students of Kadayanallur Taluk.This study adopted a descriptive survey design due to the implicit nature of the study. Simple random sampling method wasadopted by selecting 300 high school students from schools of Kadayanallur Taluk. A self-made questionnaire calledAttitude towards CCE Scale constructed and validated by Dr. N. Subramanian and Mrs. M. Kalaiselvi was used to find outthe level of Attitude. The data were analyzed using descriptive statistics and F-test. It was concluded that there isinsignificant difference among government, aided and self-financed high school students attitude towards CCE.

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12

Shestakova, Lydia Gennadyevna, and Tatyana Vasilyevna Richter. "Students' readiness for self-organization: Indicators of evaluation and self-evaluation." Science for Education Today 9, no. 3 (June 30, 2019): 138–50. http://dx.doi.org/10.15293/2658-6762.1903.08.

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13

Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.

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Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

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14

Macbeath, John. "Putting the Self Back into Self-Evaluation." Improving Schools 7, no. 1 (March 2004): 87–91. http://dx.doi.org/10.1177/1365480204043309.

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15

Uziel, Liad, and Bentzion Cohen. "Self-deception and discrepancies in self-evaluation." Journal of Research in Personality 88 (October 2020): 104008. http://dx.doi.org/10.1016/j.jrp.2020.104008.

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16

Fixmer, Dylan. "The Effect of Self-Evaluation, Self-Recording Along with Self-Listening, and Modeling on 2nd Graders' Melodic Singing Accuracy." Research Perspectives in Music Education 22, no. 1 (2022): 31–45. http://dx.doi.org/10.55814/57fd3cb3.

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17

Fernández, Castro Víctor, and Manrique Fernando Martínez. "Shaping Your Own Mind: The Self-Mindshaping View on Metacognition." Phenomenology and the Cognitive Sciences 20 (January 20, 2025): 139–67. https://doi.org/10.5281/zenodo.14704651.

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Starting from Proust’s distinction between the self-attributive and self-evaluative views on metacognition, this paper presents a third view: self-mindshaping. Based on the notion of mindshaping as the core of social cognition, the self-mindshaping view contends that mindshaping abilities can be turned on one’s own mind. Against the self-attributive view, metacognition is not a matter of accessing representations to metarepresent them but of giving shape to those representations themselves. Against the self-evaluative view, metacognition is not blind to content but relies heavily on it. We characterize our view in terms of four issues that, according to Proust, distinguish the previous approaches, namely, whether metacognitive mechanisms are the same as those employed to access other minds, whether metacognitive control requires conceptual representation, whether metacognition is propositional, and whether metacognitive access is linked to mental action. After describing some of the mechanisms for self-mindshaping, we show how this view regards metacognition as (1) grounded on social interaction mechanisms, (2) conceptually driven, (3) possibly, but not necessarily, propositional, and (4) engaged in the practical regulation of mental states. Finally, we examine the prospects for the primacy of self-mindshaping as the primary metacognitive function. We argue that self-attributive processes typically subserve the practical goals emphasized by the mindshaping view, and that the evaluative role played by procedural metacognition can be grounded on social cues rather than on experiential feelings. Even if this is not enough to claim the primacy of self-mindshaping, it still appears as a third kind of metacognition, not reducible to the other two.

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18

Shiono, Naoyuki. "Evaluation and Self-Control." Kagaku tetsugaku 41, no. 2 (2008): 1–16. http://dx.doi.org/10.4216/jpssj.41.2_1.

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19

Shrivastava, Umesh Prasad. "A Critical Self Evaluation." International Journal of Applied Sciences and Biotechnology 2, no. 1 (March 25, 2014): 1–2. http://dx.doi.org/10.3126/ijasbt.v2i1.10108.

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20

Szymanski, Kate, and Stephen G. Harkins. "Self-Evaluation and Creativity." Personality and Social Psychology Bulletin 18, no. 3 (June 1992): 259–65. http://dx.doi.org/10.1177/0146167292183001.

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21

Andrews, Norman J. "Board Self-Evaluation Process." Journal of Healthcare Management 51, no. 1 (January 2006): 60–66. http://dx.doi.org/10.1097/00115514-200601000-00010.

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22

Gunter, Philip L., and Thomas M. Reed. "Self-Evaluation of Instruction." Intervention in School and Clinic 31, no. 4 (March 1996): 225–30. http://dx.doi.org/10.1177/105345129603100405.

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23

Ilknur, Aydin Avci, A. Birsen, and A. Busra. "Evaluation of relationships, self-evaluation and self-esteem of women’s with histerectomy." Progress in Health Sciences 6, no. 2 (December 1, 2016): 7–13. http://dx.doi.org/10.5604/01.3001.0009.5023.

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Purpose: To evaluate the marital relationships, the thoughts about femininity and sexual identity, and the self-evaluation and changes in the self-esteem of women having a hysterectomy operation, during the period of both before and after surgery. Material and methods: This study was designed according to the principles of the comparative descriptive research carried out between 15 January 2013 – 15 June 2014 at Ondokuz Mayis University, Faculty of Medicine Clinic of Obstetrics and Gynaecology. The power sample size was determined to be 72. The research included 88 contactable women who were admitted to the clinic at the time of the research, who had agreed to participate in the study, and who lived in the province where the research was conducted (as the final tests were done via home visits). A questionnaire form, the Coopersmith Self Esteem Scale, and the Social Comparison Scale were used in the collection of the data. Descriptive statistics and x2 and Paired t tests were used in the data analysis. Results: Changes in the self-esteem of women having a hysterectomy were examined before surgery, one week after surgery, and three months after surgery; while there weren’t any changes in self-esteem one week after surgery, a significant decrease in the women’s self-esteem was discovered three months after surgery (p<0.01). Conclusion: It was discovered that a change in self-evaluation and self-esteem occurs after hysterectomy surgery in women.

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24

Morris, Steven J., and Frederick H. Kanfer. "Self-evaluation, self-description, and self-standards in subclinical depression." Journal of Psychopathology and Behavioral Assessment 17, no. 3 (September 1995): 261–82. http://dx.doi.org/10.1007/bf02229302.

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25

Nancy L. Summitt and Ryan A. Fisher. "Effect of Self-Listening on Self-Evaluation Accuracy." Bulletin of the Council for Research in Music Education, no. 209 (2016): 63. http://dx.doi.org/10.5406/bulcouresmusedu.209.0063.

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26

NAKAGAWA, ESHO, and TAKAKO MORIYA. "Self-Monitored versus Criterion-Referenced Self-Evaluation Training." Japanese Journal of Educational Psychology 50, no. 1 (2002): 81–91. http://dx.doi.org/10.5926/jjep1953.50.1_81.

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27

Sanna, Lawrence J., and Paul A. Pusecker. "Self-Efficacy, Valence of Self-Evaluation, and Performance." Personality and Social Psychology Bulletin 20, no. 1 (February 1994): 82–92. http://dx.doi.org/10.1177/0146167294201008.

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28

van Doorn, Robert R. A., Jonas W. B. Lang, and Tomas Weijters. "Self-reported cognitive failures: A core self-evaluation?" Personality and Individual Differences 49, no. 7 (November 2010): 717–22. http://dx.doi.org/10.1016/j.paid.2010.06.013.

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Omar, Noor Abidah Mohd, Masdinah Alauyah Md Yusof, and Abdul Halim Abdul Raof. "FROM SELF-EVALUATION TO SELF-REFLECTION: TEACHERS’ PERSPECTIVES." Malaysian Journal of Languages and Linguistics (MJLL) 3, no. 1 (December 1, 2014): 94. http://dx.doi.org/10.24200/mjll.vol3iss1pp94-107.

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Wycherley, Robert J. "Self-evaluation and self-reinforcement in depressed patients." Clinical Psychology & Psychotherapy 2, no. 2 (July 1995): 98–107. http://dx.doi.org/10.1002/cpp.5640020205.

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31

Faddar, Jerich, Jan Vanhoof, and Sven De Maeyer. "School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results." School Effectiveness and School Improvement 29, no. 4 (August 20, 2018): 660–78. http://dx.doi.org/10.1080/09243453.2018.1504802.

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KURUM, Gul, and Sakir CINKIR. "An Authentic Look at Evaluation in Education: A School Self- Evaluation Model Supporting School Development." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–34. http://dx.doi.org/10.14689/ejer.2019.83.12.

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33

Paschke, Patrick, Anne Franziska Weidinger, and Ricarda Steinmayr. "Linear and nonlinear relationships between self-evaluation and self-evaluation bias with grades." Learning and Individual Differences 102 (February 2023): 102266. http://dx.doi.org/10.1016/j.lindif.2023.102266.

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34

Jung, Deuk, and Jongseok Lee. "Adolescent's Self-Esteem, Environmental Characteristics and Life Satisfaction: Interaction of Positive Self-Evaluation and Negative Self-Evaluation." Journal of the Korea Contents Association 15, no. 9 (September 28, 2015): 273–84. http://dx.doi.org/10.5392/jkca.2015.15.09.273.

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35

Ueda, Takuya. "Self-acceptance as adaptively resigning the self to low self-evaluation." Japanese journal of psychology 67, no. 4 (1996): 327–32. http://dx.doi.org/10.4992/jjpsy.67.327.

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Strube, Michael J., Cynthia Leeanne Lott, G. M. Lê-Xuân-Hy, Julie Oxenberg, and Ann K. Deichmann. "Self-evaluation of abilities: Accurate self-assessment versus biased self-enhancement." Journal of Personality and Social Psychology 51, no. 1 (1986): 16–25. http://dx.doi.org/10.1037/0022-3514.51.1.16.

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VERKUYTEN, MAYKEL. "Intergroup evaluation and self-esteem motivations: Self-enhancement and self-protection." European Journal of Social Psychology 27, no. 1 (January 1997): 115–19. http://dx.doi.org/10.1002/(sici)1099-0992(199701)27:1<115::aid-ejsp794>3.0.co;2-e.

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Talal, S. Almutairi, and S. Shraid Nawaf. "Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 588–96. https://doi.org/10.11591/ijere.v10i2.20838.

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This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers ‘self-evaluation’, 100 from peer and 912 from students. The findings show that there is no significant difference between teachers’ self-evaluation and heads of departments’ evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers’ performance as attempt to draw a better picture of their teachers in front of evaluators.

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Abbott, S. Darlene, Ron Carswell, Marion McGuire, and Maureen Best. "Self-Evaluation and Its Relationship to Clinical Evaluation." Journal of Nursing Education 27, no. 5 (May 1988): 219–24. http://dx.doi.org/10.3928/0148-4834-19880501-07.

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Kobzar’, T. A., T. M. Gontar’, T. V. Kryachok, E. S. Semikhova, and Z. V. Vetkina. "Health Self–Evaluation Using The Generalized Evaluation Method." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 1 (January 17, 2020): 256–62. http://dx.doi.org/10.26693/jmbs05.01.256.

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41

Campbell, Donald J., and Cynthia Lee. "Self-Appraisal in Performance Evaluation: Development versus Evaluation." Academy of Management Review 13, no. 2 (April 1988): 302. http://dx.doi.org/10.2307/258579.

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Campbell, Donald J., and Cynthia Lee. "Self-Appraisal in Performance Evaluation: Development Versus Evaluation." Academy of Management Review 13, no. 2 (April 1988): 302–14. http://dx.doi.org/10.5465/amr.1988.4306896.

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Olina, Zane, and Howard J. Sullivan. "Student self-evaluation, teacher evaluation, and learner performance." Educational Technology Research and Development 52, no. 3 (September 2004): 5–22. http://dx.doi.org/10.1007/bf02504672.

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Shinde, Shilpa. "RUBRIC: AN EVALUATION TOOL FOR STUDENT’S SELF EVALUATION." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 10, no. 73 (September 1, 2022): 17781–89. http://dx.doi.org/10.21922/srjis.v10i73.11685.

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A rubric is an evaluation tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades. Rubrics are most often used to grade written assignments, but they have many other uses. They can be used for oral presentations. They are a great tool to evaluate teamwork and individual contribution to group tasks. Rubrics facilitate peer-review by setting evaluation standards. In this article, we discuss rubric, rubric for self evaluation of students.

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Otovescu, Prof Dumitru. "Romanians’ Self-Perception and The Evaluation of their Living Conditions." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/158.

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Malik, Mureed Hussain Muhammad Tahir Khalily Tariq Mehmood Bhuttah Abdul Sattar Ghaffari. "Impact Of Core Self-Evaluation And Humor Style On Psychological Well-Being Of Individuals." Multicultural Education 7 (June 19, 2021): 4304. https://doi.org/10.5281/zenodo.4991535.

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<em>The present study aims to explore the individual’s psychological well-being of individuals in the context of core self- evaluation and humor style. The sample consisted of 132 students with age ranges between 16 to 27 years from three different educational institutes. For the data collection, three scales including Psychological well-being scale, Core Self-evaluation scale and Humor Style Questionnaire short version were used. The results indicate that Core self-evaluation and humor style can impact on psychological well-being of adult people. People who are emotionally stable will score high on core self-evaluation and high emotional stability with adaptive humor style will cause high ranking of psychological well-being. Low core self-evaluation with maladaptive humor style leads to low psychological well-being in adults. Moreover, demographic variables with respect to gender do not influence psychological well-being and core self-evaluation among individuals. While results indicate that core self-evaluation is inter correlated to psychological wellbeing. Hence, core self-evaluation along with humor style is important in determining psychological well-being.</em>

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Teresa, Tamrat Dina, Jemberu Alemu, Luke Kue, Aregay Berhe, and Endalkachew Taye. "SELF-EVALUATION OF GAMBELLA UNIVERSITY." International Journal of Research -GRANTHAALAYAH 6, no. 5 (May 31, 2018): 201–28. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1441.

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The major objective of this study was to investigate the quality of education, research and service delivery in Gambella University. To realize this objective, the summary write up was deployed the qualitative presentation of data and statistical records presentation of certain data of numerical values. Descriptive and explanatory research technique was also employed to narrate the audit outcomes. Systematic approaches using the computational techniques – SPSS and Excel 2010 has been used in the process of data analysis. This institutional quality audit report has provided a description and evaluation of the quality of Gambella University educational provision and of its mechanisms for assuring quality and relevance.

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Stipek, Deborah, Susan Recchia, Susan McClintic, and Michael Lewis. "Self-Evaluation in Young Children." Monographs of the Society for Research in Child Development 57, no. 1 (1992): i. http://dx.doi.org/10.2307/1166190.

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Kanatani, Kenichi. "Active Vision with Self-Evaluation." Journal of the Robotics Society of Japan 15, no. 2 (1997): 268–74. http://dx.doi.org/10.7210/jrsj.15.268.

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Moore, Stuart G., and Val Reid. "Primary World School Self-evaluation." Management in Education 6, no. 1 (March 1992): 3–5. http://dx.doi.org/10.1177/089202069200600101.

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