For years teachers have used self assessment as one way to improve the learning environment in their classrooms. Such assessment, however, tended to be of a private, nonsystematic nature and often was not clearly focused on a central question. Today more and more teachers are developing and experiencing an organized approach to classroom inquiry, known as action research, a concept which has evolved over the past several years. This approach entails stepping back from the immediate concern in order to gain a broader perspective on a problem; then collecting, analyzing, and interpreting data on the basis of a defined plan, and often sharing the results with professional colleagues.
Johnson, C. S., & Kromann-Kelly, I. (1995). Using Action Research To Assess Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 35 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol35/iss3/2