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

journal contribution

posted on 2024-06-13, 17:40 authored by K Balloo, C Evans, A Hughes, X Zhu, N Winstone

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

History

Related Materials

1.
DOI - Is version of https://doi.org/10.3389/feduc.2018.00069

Location

Lausanne, Switzerland

Open access

Yes

Link to full text

http://doi.org/10.3389/feduc.2018.00069

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Journal

Frontiers in Education

Volume

3

Pagination

1-11

ISSN

2504-284X

eISSN

2504-284X

Publisher

Frontiers Research Foundation

Usage metrics

Categories

Curriculum and pedagogy not elsewhere classified

Keywords

assessment feedback criteria higher education inclusive curriculum self-regulation spoon-feeding transparency

Licence

All Rights Reserved

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