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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="tdhM_8bB9B-c3hKLhg4M0tpUgIJ5DC6hnYWAGoEzwBZm0O6ZRdlyHq2kXRq4xq8uqo6U12KHXCkDI81mj51ujg" /> <meta name="citation_title" content="Assessment for Learning The changing nature of assessment" /> <meta name="citation_author" content="Graciela Bilat" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment" /> <meta name="twitter:title" content="Assessment for Learning The changing nature of assessment" /> <meta name="twitter:description" content="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" /> <meta name="twitter:image" content="https://0.academia-photos.com/51083295/17534583/17601737/s200_graciela.bilat.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment" /> <meta property="og:title" content="Assessment for Learning The changing nature of assessment" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="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" /> <meta property="article:author" content="https://independent.academia.edu/GracielaBilat" /> <meta name="description" content="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" /> <title>(PDF) Assessment for Learning The changing nature of assessment</title> <link rel="canonical" href="https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment" /> <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 = 'b092bf3a3df71cf13feee7c143e83a57eb6b94fb'; 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(1739826970000); window.Aedu.timeDifference = new Date().getTime() - 1739826970000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"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 \u0026amp;#39;fit-for-purpose\u0026amp;#39;; 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 \u0026amp;amp; 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","author":[{"@context":"https://schema.org","@type":"Person","name":"Graciela Bilat","url":"https://independent.academia.edu/GracielaBilat"}],"contributor":[],"dateCreated":"2016-07-17","dateModified":"2016-07-17","headline":"Assessment for Learning The changing nature of assessment","image":"https://attachments.academia-assets.com/47298636/thumbnails/1.jpg","inLanguage":"en","keywords":[],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/47298636/thumbnails/1.jpg","url":"https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment"}</script><style type="text/css">@media(max-width: 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{"work":{"id":27043783,"created_at":"2016-07-17T08:13:13.288-07:00","from_world_paper_id":null,"updated_at":"2021-01-12T09:41:40.407-08:00","_data":{"abstract":"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 \u0026 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"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Assessment for Learning The changing nature of assessment","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [51083295]; 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.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</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":47298636,"attachmentType":"pdf"}"><img alt="First page of “Assessment for Learning The changing nature of assessment”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/47298636/mini_magick20190207-3477-2dd51y.png?1549550053" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.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 for Learning The changing nature of assessment</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="51083295" href="https://independent.academia.edu/GracielaBilat"><img alt="Profile image of Graciela Bilat" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/51083295/17534583/17601737/s65_graciela.bilat.jpg" />Graciela Bilat</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">9 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 27043783; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">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-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":47298636,"attachmentType":"pdf","workUrl":"https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment"}">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":47298636,"attachmentType":"pdf","workUrl":"https://www.academia.edu/27043783/Assessment_for_Learning_The_changing_nature_of_assessment"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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It concludes by exploring barriers to acceptance of this perspective and how they might be addressed.</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":"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 class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/29435062/Redesigning_assessment_for_learning_beyond_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="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><p class="ds-related-work--abstract ds2-5-body-sm">One of the key goals of universities is to deliver a unique learning experience. 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Cockburn</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":" Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment: a Review of the Literature. ","attachmentId":54394335,"attachmentType":"pdf","work_url":"https://www.academia.edu/12070347/Enhancing_the_Effectiveness_of_Tertiary_Teaching_and_Learning_through_Assessment_a_Review_of_the_Literature","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/12070347/Enhancing_the_Effectiveness_of_Tertiary_Teaching_and_Learning_through_Assessment_a_Review_of_the_Literature"><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="3" data-entity-id="3488529" 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/3488529/Assessment_as_learning_How_the_use_of_explicit_learning_objectives_assessment_criteria_and_feedback_in_post_secondary_education_and_training_can_come_to_dominate_learning">Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate 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="4094078" href="https://mmu.academia.edu/HarryTorrance">Harry Torrance</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment in Education: Principles, Policy & Practice, 2007</p><p class="ds-related-work--abstract ds2-5-body-sm">The paper reports on the findings of a Learning and Skills Research Centre (LSRC) funded study investigating the impact of different modes and methods of assessment on achievement and progress in post-secondary education and training. Data were collected across Advanced-level academic and vocational preparation programmes in schools and colleges, work-based training, and adult education settings. The paper reports that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. It concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and 'criteria compliance' replacing 'learning'.</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 as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning","attachmentId":31232796,"attachmentType":"pdf","work_url":"https://www.academia.edu/3488529/Assessment_as_learning_How_the_use_of_explicit_learning_objectives_assessment_criteria_and_feedback_in_post_secondary_education_and_training_can_come_to_dominate_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/3488529/Assessment_as_learning_How_the_use_of_explicit_learning_objectives_assessment_criteria_and_feedback_in_post_secondary_education_and_training_can_come_to_dominate_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="4" data-entity-id="26116809" 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/26116809/Assessment_in_Education_Principles_Policy_and_Practice">Assessment in Education: Principles, Policy & Practice</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="4094078" href="https://mmu.academia.edu/HarryTorrance">Harry Torrance</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment in Education: Principles, Policy & Practice,, 2008</p><p class="ds-related-work--abstract ds2-5-body-sm">The paper reports on the findings of a Learning and Skills Research Centre (LSRC) funded study investigating the impact of different modes and methods of assessment on achievement and progress in post-secondary education and training. Data were collected across Advanced-level academic and vocational preparation programmes in schools and colleges, work-based training, and adult education settings. The paper reports that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. It concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and 'criteria compliance' replacing 'learning'.</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 in Education: Principles, Policy \u0026 Practice","attachmentId":46460810,"attachmentType":"pdf","work_url":"https://www.academia.edu/26116809/Assessment_in_Education_Principles_Policy_and_Practice","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/26116809/Assessment_in_Education_Principles_Policy_and_Practice"><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="23651832" 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/23651832/Assessment_for_Learning_Current_practice_exemplars_from_the_Centre_for_Excellence_in_Teaching_and_Learning">Assessment for Learning: Current practice exemplars from the Centre for Excellence in Teaching and 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="45647281" href="https://independent.academia.edu/DeliaWakelin">Delia Wakelin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">… University Red Guide, …, 2005</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: Current practice exemplars from the Centre for Excellence in Teaching and Learning","attachmentId":44061012,"attachmentType":"pdf","work_url":"https://www.academia.edu/23651832/Assessment_for_Learning_Current_practice_exemplars_from_the_Centre_for_Excellence_in_Teaching_and_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/23651832/Assessment_for_Learning_Current_practice_exemplars_from_the_Centre_for_Excellence_in_Teaching_and_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="5069130" 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/5069130/Innovative_assessment_in_higher_education_Cordelia_Bryan_and_Karen_Clegg">Innovative assessment in higher education ? Cordelia Bryan & Karen Clegg</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="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><p class="ds-related-work--abstract ds2-5-body-sm">Measuring achievement has become the obsession of higher education. We use terms such as ‘deep’ and ‘surface’ to describe approaches to learning but more precisely they are approaches to assessment. The research of the last twenty years provides evidence that students adopt strategic, cue-seeking tactics in relation to assessed work and we know that in the UK at least, academic staff pursue research funding and publications with promotion and the research assessment exercise (RAE) in mind. What ever we may think, assessment has become the currency with which we trade; the better grade, the bigger and better the reward. Acknowledging the current obsession with measurement Innovative Assessment provides a systematic attempt to redefine assessment as an instrument of liberation. It offers an antithesis to the old claims of objectivity and reliability in assessment and for some that will make uncomfortable reading. It makes the case that innovative assessments should enhance and enable self-regulated learning and judgements, rather than merely act as instruments of justification, measurement and limitation. Innovative Assessment in Higher Education is a collaborative effort which enquires into how we innovate in assessment and what practices ‘work’ in different contexts and cultures. It provides a fundamental analysis of the role and purpose of assessment and how change can realistically be managed without compromising standards. Contributors reflect the active, organic nature of assessment and its relationship to student learning. Innovative Assessment is about continually reviewing and reflecting on current practices so as to enhance the learning experience. It sets out an agenda for innovation in assessment and explains why it is justified given the constraining nature of: • existing assessment regulations • quality assurance procedures • concerns about standards and fairness, plagiarism and cheating • conservative student expectations • academic traditions • increased class sizes • reduced resources • diverse types of less well prepared students A defining feature of this book which sets it apart from many other books on assessment is its conceptual framework which acknowledges that assessment frames learning, creates learning activity and orientates all aspects of learning behaviour. In chapter two Gibbs outlines eleven conditions under which assessment supports learning based on the findings from the ‘Assessment Experience Questionnaire (AEQ)’. The eleven assessment conditions proved to support learning are summarised here, clustered under the five headings used to structure the AEQ. 1. Quantity and distribution of student effort – assessed tasks need to capture sufficient study time and effort and distribute student effort evenly across topics and weeks. 2. Quality and level of student effort – assessed tasks need to engage students in productive learning activity and communicate clear and high expectations. 3. Quantity and timing of feedback – sufficient feedback needs to be provided both often enough and sufficiently quickly to be useful to students 4. Quality of feedback – feedback should focus on learning rather than on marks, should be linked to the purpose of the assignment and to criteria and should be understandable to students. 5. Student response to feedback – feedback is pointless unless it is received by students and attended to. It needs to be acted upon in order to improve student work or learning.</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 ? Cordelia Bryan \u0026 Karen Clegg","attachmentId":49462874,"attachmentType":"pdf","work_url":"https://www.academia.edu/5069130/Innovative_assessment_in_higher_education_Cordelia_Bryan_and_Karen_Clegg","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/5069130/Innovative_assessment_in_higher_education_Cordelia_Bryan_and_Karen_Clegg"><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="48080836" 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/48080836/Challenges_in_reforming_higher_education_assessment_a_perspective_from_afar">Challenges in reforming higher education assessment: a perspective from afar</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="32703182" href="https://independent.academia.edu/DavidBoud">David Boud</a></div><p class="ds-related-work--metadata ds2-5-body-xs">RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa</p><p class="ds-related-work--abstract ds2-5-body-sm">Can we be sure that assessment in higher education meets the need of developing and assuring high quality learning outcomes? Current assessment is typically a collection of conventional practices that have never been seriously questioned. Ten years ago, as part of a national project, representatives from Australian universities came together to identify an agenda for change in assessment. The resulting document-Assessment 2020: Seven propositions for assessment reform in higher education-focused on how assessment needed to change to support long term learning. That is, not how students can pass the next exam, but learning that is useful beyond the point of graduation. From a learning-centred view this paper examine progress on assessment reform in universities internationally from the perspective of one of the players. It starts by considering Assessment 2020 to see where action is still needed. It reviews some of the major shifts in assessment in higher education and considers their implications. These include the move from comparing students (norm-referencing) to judging outcomes against standards (standards-based); and importantly, the conceptual shift from the single purpose of assessment as certifying students to multiple purposes including aiding learning and building the capacity of students to make their own judgements.</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":"Challenges in reforming higher education assessment: a perspective from afar","attachmentId":66877539,"attachmentType":"pdf","work_url":"https://www.academia.edu/48080836/Challenges_in_reforming_higher_education_assessment_a_perspective_from_afar","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/48080836/Challenges_in_reforming_higher_education_assessment_a_perspective_from_afar"><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="67500822" 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/67500822/A_Marked_Improvement_transforming_assessment_in_higher_education">A Marked Improvement: transforming 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="78927165" href="https://independent.academia.edu/CarolynBew">Carolyn Bew</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2012</p><p class="ds-related-work--abstract ds2-5-body-sm">A Marked Improvement has been developed by a group of experts, working with the HEA to provide a strong rationale for transforming assessment in higher education. It includes an assessment review tool, offering a practical method to take stock of current practice and look to a targeted approach to strategic change. The publication also includes further resources for staff, which can be used to support changes to assessment policy and practice. The publication builds on established evidence and two decades of extensive support for teaching, learning and assessment in UK higher education, which has been provided by a range of organisations and inititiatives. A Marked Improvement is based on: - Assessment standards: a Manifesto for Change developed by the Assessment Standards Knowledge exchange (ASKe) at Oxford Brookes University; -Work from the Centres for Excellence in Teaching and Learning at Oxford Brookes University (ASKe) and the University of Northumbria (Assessment for Learning...</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":"A Marked Improvement: transforming assessment in higher education","attachmentId":78293269,"attachmentType":"pdf","work_url":"https://www.academia.edu/67500822/A_Marked_Improvement_transforming_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/67500822/A_Marked_Improvement_transforming_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="9" data-entity-id="96574420" 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/96574420/Scaling_up_Assessment_for_Learning_in_Higher_Education">Scaling up Assessment for Learning 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="8060161" href="https://hku-hk.academia.edu/CeciliaChan">Cecilia Chan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Enabling Power of Assessment, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This series heralds the idea that new times call for new and different thinking about assessment and learning, the identities of teachers and students, and what is involved in using and creating new knowledge. Its scope is consistent with a view of assessment as inherently connected with cultural, social practices and contexts. Assessment is a shared enterprise where teachers and students come together to not only develop knowledge and skills, but also to use and create knowledge and identities. Working from this position, the series confronts some of the major educational assessment issues of our times.</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":"Scaling up Assessment for Learning in Higher Education","attachmentId":98435751,"attachmentType":"pdf","work_url":"https://www.academia.edu/96574420/Scaling_up_Assessment_for_Learning_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/96574420/Scaling_up_Assessment_for_Learning_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></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":47298636,"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":47298636,"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_47298636" 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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