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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

Balloo, K, Evans, C, Hughes, A, Zhu, X and Winstone, Naomi 2018, Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation, Frontiers in Education, vol. 3, pp. 1-11, doi: 10.3389/feduc.2018.00069.

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Title Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation
Author(s) Balloo, K
Evans, C
Hughes, A
Zhu, X
Winstone, Naomi
Journal name Frontiers in Education
Volume number 3
Start page 1
End page 11
Total pages 11
Publisher Frontiers Research Foundation
Place of publication Lausanne, Switzerland
Publication date 2018-09
ISSN 2504-284X
2504-284X
Keyword(s) assessment
feedback
criteria
higher education
inclusive curriculum
self-regulation
spoon-feeding
transparency
Language eng
DOI 10.3389/feduc.2018.00069
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30171682

Document type: Journal Article
Collections: Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.