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Advances and Innovations in University Assessment and Feedback$
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Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur

Print publication date: 2014

Print ISBN-13: 9780748694549

Published to Edinburgh Scholarship Online: January 2015

DOI: 10.3366/edinburgh/9780748694549.001.0001

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PRINTED FROM EDINBURGH SCHOLARSHIP ONLINE (www.edinburgh.universitypressscholarship.com). (c) Copyright Edinburgh University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in ESO for personal use.date: 15 October 2019

Understanding Students’ Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback

Understanding Students’ Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback

Chapter:
(p.246) 12 Understanding Students’ Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback
Source:
Advances and Innovations in University Assessment and Feedback
Author(s):

Velda McCune

Susan Rhind

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9780748694549.003.0013

Velda McCune and Susan Rhind again stress the importance of students’ active involvement in guidance and feedback processes. For students in domains of professional study, they consider how such active involvement can build their identities as legitimate professional practitioners and maximise the impact of their learning experiences on their future practice. In addition, drawing on the ‘communities of practice’ literature, they explain why even able students may struggle to grasp what constitutes high quality work. A central contribution of the chapter is the development of Dai Hounsell’s model of the ‘guidance and feedback loop’ to give greater emphasis to what students bring to the assessment process in terms of their prior experiences, learner identities and imagined future trajectories.

Keywords:   students’ active involvement in guidance and feedback processes, Guidance and feedback loop, Student identities as legitimate professional practitioners

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