The view from the fence

Rebecca Rochon, John Knight


This opinion piece reflects on assessment from the dual perspective of academic and student. It offers a slightly tongue-in-cheek consideration of the common traditional written assessment and the potential dangers associated with 'too much' information delivered alongside the assignment brief. Specifically, it suggests that providing excessive supplementary information, while well intentioned, can be confusing to students. It acknowledges that co-development of assessment briefs may circumvent difficulties, but notes that relatively simple strategies may be used to ensure that students are empowered to recognise their own role in the assessment process.


Assessment; Partnership;

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