ABSTRACT
This chapter focuses on synthesising relevant literature on the nature of judgement and the use of criteria. It also focuses on dialogue around exemplars of student work which are a promising way of developing student evaluative expertise. The main argument is that students need to engage with quality and standards in ways that enable them to monitor and improve their own work. Hager and Butler contrast two models of educational assessment: a scientific measurement model, mainly in tune with traditional assessment methods; and a judgement model, reflective of shifts towards processes of thinking through modes, such as problem-based learning or portfolio-based performance assessment. A common method of promoting student engagement with criteria is through some form of peer review. An initiative at the Business School, Oxford Brookes University in the late 1990s involved the development of an assessment grid aiming to establish common standards and provide related guidance to students.
