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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="BUXdniWerjCUO1PZ2EoziAxmLcQq/sV2JoKbyYfiYhmLS0oxoVG1hCl03HZdIY1w9+AO8jeKVo93PxmR7WnjVw==" /> <meta name="citation_title" content="Assessment in higher education: A case study of one course in Australia" /> <meta name="citation_publication_date" content="2008/01/01" /> <meta name="citation_author" content="Ahmar Mahboob" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia" /> <meta name="twitter:title" content="Assessment in higher education: A case study of one course in Australia" /> <meta name="twitter:description" content="This paper presents a case study of assessment practices in one PG unit of study being taught by the author in the last 2 year. 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Based on an understanding of assessment in terms of constructive alignment (Biggs, 1996) and consequential validity (Boud," /> <title>(PDF) Assessment in higher education: A case study of one course in Australia | Ahmar Mahboob - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '9387f500ddcbb8d05c67bef28a2fe0334f1aafb8'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1733030531000); window.Aedu.timeDifference = new Date().getTime() - 1733030531000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"This paper presents a case study of assessment practices in one PG unit of study being taught by the author in the last 2 year. Based on an understanding of assessment in terms of constructive alignment (Biggs, 1996) and consequential validity (Boud, 1995; Linn, Baker, \u0026amp;amp; Dunbar, 1991; Messik, 1989), this paper evaluates the current assessment protocols in this unit. Biggs (1996) argues that learning is best achieved if there is a constructive alignment between the learning goals, teaching approaches, and assessment techniques. Each of these should relate to the other. It is when these three elements are finely calibrated that learning is at its peak. In this paper, I evaluate the degree of constructive alignment in the unit of study under focus. Assessment documents are studied in relation to the theoretical insights gained from the literature and related to the course aims and objectives. In addition, students’ evaluation of these assessment protocols are examined and these are compared to the unit coordinator’s goals and understanding. The results help outline future directions in assessment practice for this unit.","author":[{"@context":"https://schema.org","@type":"Person","name":"Ahmar Mahboob"}],"contributor":[],"dateCreated":"2016-02-25","dateModified":"2016-02-25","datePublished":"2008-01-01","headline":"Assessment in higher education: A case study of one course in Australia","inLanguage":"en","keywords":["Assessment","Higher Education","TESOL","Applied Linguistics","Assessment in Higher Education"],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"sydney"}]}</script><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F22458967%2FAssessment_in_higher_education_A_case_study_of_one_course_in_Australia%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F22458967%2FAssessment_in_higher_education_A_case_study_of_one_course_in_Australia%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":43076348,"identifier":"Attachment_43076348","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":22458967,"created_at":"2016-02-25T17:45:59.966-08:00","from_world_paper_id":null,"updated_at":"2021-01-15T14:18:24.038-08:00","_data":{"abstract":"This paper presents a case study of assessment practices in one PG unit of study being taught by the author in the last 2 year. Based on an understanding of assessment in terms of constructive alignment (Biggs, 1996) and consequential validity (Boud, 1995; Linn, Baker, \u0026 Dunbar, 1991; Messik, 1989), this paper evaluates the current assessment protocols in this unit. Biggs (1996) argues that learning is best achieved if there is a constructive alignment between the learning goals, teaching approaches, and assessment techniques. Each of these should relate to the other. It is when these three elements are finely calibrated that learning is at its peak. In this paper, I evaluate the degree of constructive alignment in the unit of study under focus. Assessment documents are studied in relation to the theoretical insights gained from the literature and related to the course aims and objectives. In addition, students’ evaluation of these assessment protocols are examined and these are compared to the unit coordinator’s goals and understanding. The results help outline future directions in assessment practice for this unit.","event_date":null,"publication_date":"2008,,","conference_end_date":null,"conference_start_date":null},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Assessment in higher education: A case study of one course in Australia","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [44164]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":43076348,"attachmentType":"pdf"}"><img alt="First page of “Assessment in higher education: A case study of one course in Australia”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/43076348/mini_magick20190216-13014-jmz739.png?1550362595" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Assessment in higher education: A case study of one course in Australia</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="44164" href="https://sydney.academia.edu/AhmarMahboob"><img alt="Profile image of Ahmar Mahboob" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/44164/14123/13204/s65_ahmar.mahboob.png" />Ahmar Mahboob</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2008</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This paper presents a case study of assessment practices in one PG unit of study being taught by the author in the last 2 year. Based on an understanding of assessment in terms of constructive alignment (Biggs, 1996) and consequential validity (Boud, 1995; Linn, Baker, & Dunbar, 1991; Messik, 1989), this paper evaluates the current assessment protocols in this unit. Biggs (1996) argues that learning is best achieved if there is a constructive alignment between the learning goals, teaching approaches, and assessment techniques. Each of these should relate to the other. It is when these three elements are finely calibrated that learning is at its peak. In this paper, I evaluate the degree of constructive alignment in the unit of study under focus. Assessment documents are studied in relation to the theoretical insights gained from the literature and related to the course aims and objectives. In addition, students’ evaluation of these assessment protocols are examined and these are compared to the unit coordinator’s goals and understanding. The results help outline future directions in assessment practice for this unit.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":43076348,"attachmentType":"pdf","workUrl":"https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":43076348,"attachmentType":"pdf","workUrl":"https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="43076348" data-landing_url="https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="39058673" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39058673/Rethinking_Assessment_in_Higher_Education">Rethinking Assessment in Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2770714" href="https://sydney.academia.edu/BeatrizCarbajalCarrera">Beatriz Carbajal-Carrera</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Teaching@Sydney, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Rethinking Assessment in Higher Education","attachmentId":60056364,"attachmentType":"pdf","work_url":"https://www.academia.edu/39058673/Rethinking_Assessment_in_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39058673/Rethinking_Assessment_in_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="34601621" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34601621/Purpose_Meaning_and_Alignment_Dual_frameworks_to_scaffold_understanding_and_design_of_assessment_to_enhance_the_student_and_teacher_experience">Purpose, Meaning and Alignment: Dual frameworks to scaffold understanding and design of assessment to enhance the student and teacher experience</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33808233" href="https://cdu.academia.edu/RoslynRowen">Roslyn Rowen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessments are sometimes ambiguous and not always aligned to learning outcomes or rubrics, causing confusion between stakeholders. 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In a 'good' system, all aspects of teaching and assessment are tuned to support high-level learning, so that all students are encouraged to use higher-order learning processes. Biggs, J. (2003) Education mainly involves teaching, learning and assessment. Teaching is the foundation; learning is the guarantee; testing is the intermediary. The three aspects are indispensable, linked to each other and dialectical unity. The present research discusses the concept of constructive alignment theory (Biggs, 1996) with focusing the learning outcomes, teaching methodologies and assessment procedure as they are interrelated in the whole educational system. Through the perspectives in the literature reviewed on the alignment theory, it is observed that making effective examination reform can strengthen the system of instruction. Examination reform helps us to understand the importance, purpose and function of the examination, and can change the teachers' and students' concept on examination. 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(2014).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Aligning teaching, learning and assessment to curriculum objectives","attachmentId":54424549,"attachmentType":"pdf","work_url":"https://www.academia.edu/34559079/Aligning_teaching_learning_and_assessment_to_curriculum_objectives","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34559079/Aligning_teaching_learning_and_assessment_to_curriculum_objectives"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="89155345" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89155345/Aligning_assessment_with_long_term_learning">Aligning assessment with long‐term learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="75133228" href="https://independent.academia.edu/DBoud">David Boud</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment &amp; Evaluation in Higher Education, 2006</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Aligning assessment with long‐term learning","attachmentId":93006831,"attachmentType":"pdf","work_url":"https://www.academia.edu/89155345/Aligning_assessment_with_long_term_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/89155345/Aligning_assessment_with_long_term_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="27602829" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27602829/THE_ASSESSMENT_STRATEGY_AN_ELUSIVE_CURRICULUM_STRUCTURE">THE ASSESSMENT STRATEGY: AN ELUSIVE CURRICULUM STRUCTURE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5290371" href="https://za.academia.edu/DesireeScholtz">Desiree Scholtz</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The unprecedented scale of curriculum development in response to national imperatives has prompted questions on curriculum approaches and strategies. The focus of this article is on how four departments conceived assessment during the recurriculation of diploma qualifications. The findings suggest that assessment is approached from a technicist perspective and compliance with principles of good assessment practice. In response to the findings, the purpose and structure of an assessment strategy as an over-arching mechanism to inform and guide assessment practices at programme level are explored. It is argued that a collaborative, programme-specific assessment strategy creates an opportunity for synergy to achieve the purpose of the qualification and for holistic graduate development.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"THE ASSESSMENT STRATEGY: AN ELUSIVE CURRICULUM STRUCTURE","attachmentId":47866437,"attachmentType":"pdf","work_url":"https://www.academia.edu/27602829/THE_ASSESSMENT_STRATEGY_AN_ELUSIVE_CURRICULUM_STRUCTURE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27602829/THE_ASSESSMENT_STRATEGY_AN_ELUSIVE_CURRICULUM_STRUCTURE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="48140467" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/48140467/Learners_Perceptions_of_Assessment_Strategies_in_Higher_Education">Learners’ Perceptions of Assessment Strategies in Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24914137" href="https://independent.academia.edu/clayhutamaBasera">clay hutama Basera</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Education and e-Learning Research</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learners’ Perceptions of Assessment Strategies in Higher Education","attachmentId":66907054,"attachmentType":"pdf","work_url":"https://www.academia.edu/48140467/Learners_Perceptions_of_Assessment_Strategies_in_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/48140467/Learners_Perceptions_of_Assessment_Strategies_in_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="38655968" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities">Assessment Practices in Higher Education: Myths and Realities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="573087" href="https://independent.academia.edu/DrSANTHOSHAREEKKUZHIYIL">Dr. SANTHOSH AREEKKUZHIYIL</a></div><p class="ds-related-work--metadata ds2-5-body-xs">University News, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching learning process. Do contemporary assessment practices perform these function is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Practices in Higher Education: Myths and Realities","attachmentId":58734964,"attachmentType":"pdf","work_url":"https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="27043783" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment">Assessment for Learning The changing nature of assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="51083295" href="https://independent.academia.edu/GracielaBilat">Graciela Bilat</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is probably the most important thing we can do to help our students learn. We may not like it, but students can and do ignore our teaching; however, if they want to get a qualification, they have to participate in the assessment processes we design and implement. For that reason I believe it is worth thinking through, individually and collectively, what we currently do and exploring how we can do our best to ensure that our assessment practices help rather than hinder learning. In this paper I will explore these issues, play with a negative exercise about what we can do to hinder learning and conclude with some pointers towards integrating learning and assessment. Internationally, assessment is changing as the nature of teaching and learning in post-compulsory education changes. The student population in many countries is becoming diverse, with increasing numbers of part-time students, mature students and students coming from non-traditional backgrounds, particularly in the UK, where there is a political imperative to widen participation to students from socioeconomic groups who previously had little or no access to higher education. A diverse population of learners necessitates a change in practice in post-compulsory education, with less focus on didactic tutor-led approaches and more concentration on the learning outcomes that students can hope to achieve (Miller et al., 1998; Rust, 2002). Fit-for-purpose assessment I have long argued that assessment needs to be 'fit-for-purpose'; that is, it should enable evaluation of the extent to which learners have learned and the extent to which they can demonstrate that learning (Brown & Smith, 1997). We need to consider not just what we are assessing and how we are doing it (particularly which methods and approaches), but also why — our rationale for assessing on</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment for Learning The changing nature of assessment","attachmentId":47298636,"attachmentType":"pdf","work_url":"https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":43076348,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":43076348,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_43076348" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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href="https://www.academia.edu/29435062/Redesigning_assessment_for_learning_beyond_higher_education">Redesigning assessment for learning beyond higher education</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32703182" href="https://independent.academia.edu/DavidBoud">David Boud</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Redesigning assessment for learning beyond higher education","attachmentId":49881307,"attachmentType":"pdf","work_url":"https://www.academia.edu/29435062/Redesigning_assessment_for_learning_beyond_higher_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a 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Cordelia Bryan & Karen Clegg</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6776617" href="https://bruford.academia.edu/CordeliaBryan">Cordelia Bryan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">British Journal of Educational Technology, 2006</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Innovative assessment in higher education ? 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