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

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Version 2 2024-06-13, 17:40
Version 1 2022-06-01, 09:09
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

Journal

Frontiers in Education

Volume

3

Pagination

1-11

Location

Lausanne, Switzerland

Publisher DOI

Open access

  • Yes

Link to full text

ISSN

2504-284X

eISSN

2504-284X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Publisher

Frontiers Research Foundation

Usage metrics

    Research Publications

    Categories

    Keywords

    assessmentfeedbackcriteriahigher educationinclusive curriculumself-regulationspoon-feedingtransparency

    Licence

    All Rights Reserved

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