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• W2095451330 abstract "In recent years there has been an increasing emphasis in higher education on the explicit articulation of assessment standards and requirements, whether this emanates from calls for public accountability or is based on ideas of good educational practice (Ecclestone, 2001 Ecclestone, K. (2001). ‘I know a 2: I when I see it’: understanding criteria for degree classification in franchized university programmes. Journal of Further and Higher Education, 25: 301–313. [Taylor & Francis Online] , [Google Scholar]). We argue in this article that a single‐minded focus on explicit articulation, whilst currently the dominant logic of higher education, will inevitably fall short of providing students and staff with meaningful knowledge of standards and criteria. Inherent difficulties in the explicit verbal description of standards and criteria make a compelling argument for the consideration of the role of structured processes that support the effective transfer of both explicit and tacit assessment knowledge. With reference to both empirical evidence and the literature, we propose a conceptual framework for the transfer of knowledge of assessment criteria and standards that encompasses a spectrum of tacit and explicit processes, which has proven to be effective in practice in improving student performance." @default.
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• W2095451330 date "2004-07-01" @default.
• W2095451330 modified "2023-09-25" @default.
• W2095451330 title "Know what I mean? Enhancing student understanding of assessment standards and criteria" @default.
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• W2095451330 doi "https://doi.org/10.1080/1356251042000216642" @default.
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