from Assessment & Evaluation in Higher Education, 31: 4, 399-413. Argues that traditional practice can undermine student's capacity to judge their own work, whereas lifelong learning requires that students are prepared to do this.
In this 2013 "Education Canada" article, authors Anne Davies and Sandra Herbst write of their twenty years experience in engaging learners in developing assessment criteria, and how this improves student learning.
D. Royce Sadler argues that for students to apply feedback, they need to understand the meaning of feedback statements and identify the particular aspects of their work that need attention. He sets out the critical background knowledge which students must possess for these to occur, and how students can acquire it.