Notes:

This slide contains the ten assessment principles that are informing the REAP project. Assessment in this context is broadly defined to include teacher, peer and self-assessment and feedback processes both formal and informal. As implied above, the basic premise is that assessment practices are neither inherently good nor bad. It all depends on their purpose. Here the interest is in the ways that assessment practices might support the development of learner self-regulation.
Some examples will clarify.
Let’s look at principle 1. There is a lot of research evidence that students under-perform in assessment tasks because of a failure to grasp the requirements (Rust, Price and O’Donovan, 2003). Students can’t self-regulate for academic success unless they understand what is expected (i.e. there must be some overlap between teachers goals and student goals). Principle 1 (help clarify what good performance is) is therefore a prerequisite for self-regulation in most contexts.
 Another example is Principle 7 (give learners choice in assessment processes). The provision of choice in the topic, methods, weightings, criteria and timing of assessment tasks is about offering flexibility in what, how and when students study. Greater flexibility gives students control over their own learning and prepares them for their future as lifelong learners.
 Looking down this list from 1-9 there is some ordering of the principles. Intuitively, responsibility for assessment processes is increasingly shared with students as we more from one to nine. Principle 10 is somewhat different because it is about the teacher’s role in using assessment information to inform and shape teaching. This principle is separate from but informs all the others during implementation.