Abstract
The aim of the study was to look at the effectiveness of combining a variety of teaching and learning methods in an attempt to facilitate students’ understanding of assessment criteria. Fifty–three psychology students were asked to complete the mismatch exercise (Norton et al., 2002), and a booklet entitled Your Assignment results and how to improve them (Neville, 2005). In addition, students constructed an essay feedback sheet to be used as part of the formative assessment for a developmental psychology course. Results showed significant disagreement between students and lecturers on the mismatch exercise; and large variability in student marking of sample essays. Overall, students reported that they found the exercises stimulating and engaging. The findings of the present paper suggest that engaging students in the assessment process prior to the construction and submission of assignments may result in motivated, self–regulating students with a clear understanding of assessment criteria.
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