Corrigendum: Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation(Front. Educ., (2018), 3, (69), 10.3389/feduc.2018.00069);Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

Frontiers in Education

Volumn 3, Issue , 2018, Pages

  Balloo, Kieran ^a   Evans, Carol ^b   Hughes, Annie ^c   Zhu, Xiaotong ^b   Winstone, Naomi ^a  

^a UNIVERSITY OF SURREY   (United Kingdom)

^b UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

^c KINGSTON UNIVERSITY   (United Kingdom)

Author keywords

assessment; criteria; feedback; higher education; inclusive curriculum; self regulation; spoon feeding; transparency

Indexed keywords

EID: 85068583541     PISSN: None     EISSN: 2504284X     Source Type: Journal    
DOI: 10.3389/feduc.2018.00085     Document Type: Erratum

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