ABSTRACT
This chapter focuses on two case studies in which lecturers employed an holistic model of assessment for learning to redesign their assessment practices across a whole module as part of a ground-breaking effort to embed assessment for learning across an institution. In each instance, self and peer reviewing of formative tasks, accompanied by extensive student–teacher dialogue about corresponding teacher reviews, were embedded as pedagogical techniques to help students learn to evaluate their own work partway through the module. Analysis of the student viewpoint on these reviewing activities highlights some of the issues that surround the use of assessment to develop autonomy as an outcome, especially in the context of increasing diversity.
