This article uses situated learning theory to consider current tutor assessment and feedback practices in relation to learning practices employed by students outside the overt curriculum. The case is made that an emphasis on constructive alignment and explicitly articulating assessment requirements within curricula may be misplaced. Outside of the…

Compared student self and tutor, student self and peer, and student and tutor grading using student constructed or tutor provided grading criteria at a British university for a total of 85 first-year biology students. Findings suggest that allowing students to construct their own grading criteria may lead to different learning outcomes compared to…