Notes:

Self-regulation can however be further enhanced in the first year through structured opportunities for self-assessment (principle 6), by giving students some choice in aspects of the assessment experience (principle 7) and by increasing their involvement in assessment decision-making (principle 8). These principles are depicted in the upper left quadrant. Many of these principles can be easily introduced into first year learning at some level. For example, students could self-assess their own assignment before submission (e.g. identify and provide a rationale for the best features of submitted work, or say what mark they think would be fair and provide a reason); they might choose the topic for a project or add their own assessment criteria to supplement those given by the teacher; or they might participate in (decision-making) staff-student committees and give feedback on the effectiveness of, and student reactions to, the assessment regime.