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When assessment tasks are set for students in universities and colleges, a common practice is to advise them of the criteria that will be used for grading their responses. Various schemes for using multiple criteria have been widely advocated in the literature. Each scheme is designed to offer clear benefits for students. Breaking down holistic judgments into more manageable parts is seen as a way to increase openness for students and achieve more objectivity in grading. However, suchdoi:10.1080/02602930801956059 fatcat:jakm6lxynvfsle5jnfcmft4xia