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Innovations in student-centred assessment


Learning and teaching discourses place learners at the heart of educational processes and interactions. Formative assessment and Assessment for Learning (AfL) are meant to do the same in matters of assessment. However since formative assessment AfL and the standard self-assessment model often separate learners from tutor summative assessments (Taras 2015) it is difficult to find a common working forum of shared assessment processes and literacies between tutors and students which include all aspects of assessment including grading.


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The materials published on this page were originally created by the Higher Education Academy.