Whilst principles of validity, reliability and fairness should be central concerns for the assessment of
student learning in higher education, simplistic notions of ‘transparency’ and ‘explicitness’ in terms
of assessment criteria should be critiqued more rigorously. This article examines the inherent tensions
resulting from CRA’s links to both behaviourism and constructivism and argues that more nuance and
interpretation is required if the assessor is to engage his/her students with criterion-based assessment
from a constructivist paradigm. One way to negotiate the tensions between different assessment ideologies
and approaches meaningfully is to construe assessment as ‘mediation’. This article presents an example
assessment rubric informed by John Biggs’ (1999) SOLO Taxonomy.