Judith McVarish is Associate Professor of Mathematics Education at St. John's University and Chair of the Department of Curriculum and Instruction. She is director of St. John's In Addition After School Mathematics Program and author of Where's the Wonder in Elementary Math? Encouraging Reasoning in the Classroom.
Catherine Milne is Associate Professor in the Department of Teaching and Learning at New York University. She runs a research program, Molecules & Minds, which is developing scaffolds for multimedia chemistry simulations. She is author of The Invention of Science and co-editor-in-chief for the journal, Cultural Studies of Science Education.

This edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses.

Contents: Judith McVarish: So Why Self-Assessment? - Judith McVarish/Catherine Milne: Moving Beyond Grade-Getting with Self-Assessment - Judith McVarish/Sharon Solloway: Setting the Stage: Introducing a Model for Using Self-Assessment and Self-Evaluation in Teacher Education - Catherine Milne/Judith McVarish: A Model of Action for Self-Assessment and Self-Evaluation: The Nuts and Bolts of Getting Started - Joe Salvatore/Judith McVarish: Vulnerability: A Metalogue - Catherine Milne: The Conundrum of Self-Evaluation as Scientific Argument - Elizabeth Quintero: Ongoing Learning: Self-Assessment and Integrated Curriculum - Jason Blonstein: Letting Go: A Personal Perspective of Using Self-Assessment and Self-Evaluation - Joseph Salvatore: Articulate and Activate: An Approach to Self-Assessment in Theatre - Cheryl Blonstein/Catherine Milne: Adopting and Adapting: Using Self-Evaluation in Teaching Graduate Psychology Students Psychological Assessment - Catherine Milne: Self-Assessment and Assessment for/as Learning.

This edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses. Educators from disciplines as diverse as theater arts, early childhood, psychology, mathematics, and science education have adopted a model of self-assessment and self-evaluation that supports the individual ongoing assessment of learning throughout a course as well as the final synthesis of individual learning in the course. Self-assessment and self-evaluation are presented here as a means to help students and teachers reinvent the learning process as co-constructed, powered by evidence and agency in order to lift thinking beyond the mere attainment of an end-point grade; to help students own their learning in new ways they may not have experienced before; to think about teaching and learning that will carry them beyond their formal schooling years; and to value new questions as evidence of learning.