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Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?
Assessment & Evaluation in Higher Education
Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students' assessment and feedback literacy through engagement sessions both before and after submission in two departments at a UK university. Following discussionsdoi:10.1080/02602938.2021.1986468 fatcat:mt3wcvmzpnfnraf5rdd5snhzxe