Abstract
Assessment literacy involves students having a clear understanding of standards and criteria (Price, Rust, O'Donovan, Handley, & Bryant, 2012), which allows for self-assessment (Panadero, Jonsson, & Botella, 2017) and the development of self-regulation (Zimmerman, 1990). Thus, enhancing students' assessment literacy may be one way to facilitate their development of self-regulation. Evidence suggests that in many cases, direct support is needed in order for students to become assessment literate (Nicol, 2010). The EAT Framework (Evans, 2016, 2018) provides research-informed recommendations for how to support the development of students' assessment literacy based on being explicit about requirements and standards. As a large-scale inclusive intervention used to scaffold students' development of assessment literacy, we introduced a standardised assessment brief template, built on the EAT Framework principles, across all first-year modules in a Faculty at the University of Surrey. In order to evaluate our assessment brief intervention, we endeavoured to capture the diversity of students' experiences of whether they felt the assessment brief templates supported their assessment literacy, whilst retaining the opportunity to relate these experiences to individual differences in their self-regulation. In order to acquire the insight from qualitative perceptions that would normally only be possible from interviews, but with the larger sample of participants required to quantify these perceptions, we used open-ended questions to allow for free-text comments about how students perceived their development of assessment literacy had been supported through the intervention.