ABSTRACT
This chapter explains our strengthening belief that tutors’ choice of wording of the criteria for the summative assessment of students’ learning achievements is a critically important decision. During the development of formative assessment, using peer and tutor feedback as a routine element of our teaching and learning, we have encouraged students explicitly to use the same criteria as for summative assessment. We want students to become more fully aware of qualities in their learning related to these criteria, think about their own and each other’s talk and writing to discuss how well they demonstrate such qualities. We want this to empower students’ use of such qualities in their learning and integrate them into their own internal locus of evaluation. The crowning glory would be a student who can prepare their Patchwork Text assignment, knowing where and how it displays these qualities, and submit it with confidence of success.
