ABSTRACT
As has been argued throughout this book, to realise their full potential in any assessment, students need to understand the assessment task, criteria and expected standards, and subsequently their feedback so they can develop their learning and improve future performance. Assessment must convey clear and high expectations concerning standards. Knowledge of standards guides students on the quality of their work and progress, and facilitates self-assessment, enabling them to become more independent learners. This chapter discusses a cost-effective approach to enhancing students’ understanding of standards that goes beyond that conveyed by explicit description. The discussion is set in a framework of evidence and the context of a changing higher education environment. The chapter concludes by considering the application of a social constructivist approach to all aspects of the assessment cycle and how this might support improvement in student learning and performance.
