In this chapter we discuss the implementation and evaluation of a programme of writing workshops designed around the concept of 'core' assessment criteria. The workshops had two aims: helping undergraduates improve their essay writing and promoting deep approaches to learning. Essay assignments continue to be valuable as a way of both assessing (Prosser and Webb, 1994) and promoting deep approaches to learning (Scouller, 1998), despite trends in some disciplines towards alternative forms of assessment (MacAndrew and Edwards, 2003). Students often find essay writing difficult and struggle to know exactly what writing a good essay requires, partly because their understandings of the criteria that are applied to essays differ from those of their tutors (Merry et a!., 1998). We therefore devised a programme of formative learning opportunities that focused on a small group of centrally important criteria for essays, and linked the meaning of those criteria to relevant disciplinary knowledge and understanding. We hoped this approach would increase the likelihood that students would adopt a deeper approach to learning through writing essays, and encourage strategically focused students to reach a more advanced understanding of the discipline. The work took place. in departments of psychology at three UK universities as part of Assessment Plus, a HEFCE-funded FDTL4 project (<http://www. assessmentplus. net». The evaluation drew on student feedback and measures of student performance as well as focus groups with each group of students and tutors. We found the programme facilitated a deep approach to learning and improved performance for some students, but that those benefits were limited by low levels of student attendance and variability between tutors in how well the workshops were delivered. We conclude with recommendations for those considering running similar programmes.
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