Notes:

The Dynamics of Implementation
The list in the last slide presented a static view of the assessment principles. In order to capture more effectively the dynamics of implementation I have devised the following diagram (Figure 1). The diagram captures two dimensions that are important when thinking about the implementation of principles.
The first dimension, engagement-empowerment, is about the extent to which students regulate and take responsibility for their own learning. This dimension captures my original interest in learner self-regulation. I have however used the term empowerment alongside self-regulation because the former term is used by the QAA Scotland to refer to this dimension of student development. Empowerment (or self-regulation) here has a primary focus on how students learn to monitor, manage and take responsibility for their own learning, rather than on who has power in the teaching-learning relationship, even though both are involved.
The second dimension, academic-social, is about the extent to which academic and social experiences mutually support students’ learning and development. Let’s examine these dimensions