Understanding students' experiences of being assessed: The interplay between prior guidance, engaging with assessments and receiving feedback.

Velda McCune and Susan Rhind again stress the importance of students’ active involvement in guidance and feedback processes. For students in domains of professional study, they consider how such active involvement can build their identities as legitimate professional practitioners and maximise the impact of their learning experiences on their future practice. In addition, drawing on the ‘communities of practice’ literature, they explain why even able students may struggle to grasp what constitutes high quality work. A central contribution of the chapter is the development of Dai Hounsell’s model of the ‘guidance and feedback loop’ to give greater emphasis to what students bring to the assessment process in terms of their prior experiences, learner identities and imagined future trajectories.