Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

If little care is taken when establishing clear assessment requirements, there is the potential for spoon-feeding. However, in this conceptual article we argue that transparency in assessment is essential to providing equality of opportunity and promoting students’ self-regulatory capacity. We begin...

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Bibliographic Details
Main Authors: Kieran Balloo, Carol Evans, Annie Hughes, Xiaotong Zhu, Naomi Winstone
Format: Article
Language:English
Published: Frontiers Media S.A. 2018-09-01
Series:Frontiers in Education
Subjects:
assessment
feedback
criteria
higher education
inclusive curriculum
self-regulation
Online Access:https://www.frontiersin.org/article/10.3389/feduc.2018.00069/full

Internet

https://www.frontiersin.org/article/10.3389/feduc.2018.00069/full

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