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Assessment Evaluation in Higher Education, Vol. 28, No. 2, 2003
Improving Students’ Learning by Developing
their Understanding of Assessment Criteria
and Processes
CHRIS RUST, MARGARET PRICE BERRY O’DONOVAN, Oxford Brookes
University, Oxford, UK
ABSTRACT This paper reports the findings of a two-year research project focused on
developing students’ understanding of assessment criteria and the assessment process
through a structured intervention involving both tacit and explicit knowledge transfer
methods. The nature of the intervention is explained in detail, and the outcomes are
analysed and discussed. The conclusions drawn from the evidence are that student
learning can be improved significantly through such an intervention, and that this
improvement may last over time and be transferable, at least within similar contexts.
This work is a development within a longer and ongoing research project into
criterion-referenced assessment tools and processes which has been undertaken in the
pursuit of a conceptually sound and functional assessment framework that would
promote and encourage common standards of assessment; that project is also sum-
marised.
Introduction
Within Higher Education there is an increasing acceptance of the need for a greater
transparency in assessment processes, and moves have been made to make methods of
assessment clearer to all participants. This paper is concerned with the extent to which
students understand these processes and how we might improve their understanding of
them. It presents the development and planning of a two-year project involving the
transfer of knowledge of the assessment process and criteria to students in a variety of
ways; in particular, through a structured process involving
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