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data-author-id="28474772" href="https://joplinschools.academia.edu/DaveArmstrong">David W Armstrong</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":"Assessment of, as, and for Learning","attachmentId":57268668,"attachmentType":"pdf","work_url":"https://www.academia.edu/37312395/Assessment_of_as_and_for_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/37312395/Assessment_of_as_and_for_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="1" data-entity-id="4903581" 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/4903581/Beyond_Examination_Reforms_Assessment_For_As_and_In_Learning">Beyond Examination Reforms: Assessment For, As and In 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="5259082" href="https://universityofcalicut.academia.edu/kunnathodiabdulgafoor">kunnathodi abdul gafoor</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Guru Journal of Behavioral and Social Sciences, 2013</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper provides a framework for generating and extending thinking, to back up and to guide minuscule of thoughts towards learning oriented evaluation in the ocean of administrative and executive reforms in examination 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In addition, it is to further and orient professional thoughts towards learning culture. Thinking reflecting, analyzing, deliberating on evaluation, concept and practices, can be fresh learning for educators and researchers. The background of this paper is prevailing system in which exanimation drives it from backseat. In this system assessment and learning are divorced, students display apathy towards learning, students perceive assessment as ‘policing’ and it exhibits serious neglect towards evaluation of student learning. This paper builds up on changes in social expectations about the education institutions, changes in the conception of learning and changes in the understanding of purpose and outcome of evaluation to propose changes in the assessment practices in higher education.</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":"Beyond Examination Reforms: Assessment For, As and In Learning","attachmentId":32169422,"attachmentType":"pdf","work_url":"https://www.academia.edu/4903581/Beyond_Examination_Reforms_Assessment_For_As_and_In_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/4903581/Beyond_Examination_Reforms_Assessment_For_As_and_In_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="2" 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 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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="4" data-entity-id="33724944" 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/33724944/ASSESSMENT_OF_LEARNING_ASSESSMENT_FOR_LEARNING_AND_ASSESSMENT_AS_LEARNING">ASSESSMENT OF LEARNING, ASSESSMENT FOR LEARNING, AND ASSESSMENT AS 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="21842349" href="https://davinci.academia.edu/CarinStoltzUrban">Carin Stoltz-Urban</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is 'at the heart of the student experience' (Brown & Knight, 1994) and could be a powerful tool in ensuring student engagement and success (Sambell, 2016) if applied appropriately. The traditional approach to assessment (assessment of learning) seems to have the opposite effect – it often manages to create feelings of 'compliance, powerlessness and subservience' (Sambell, 2016). This discussion paper, situated in the context of The Da Vinci Institute, a Mode 2 institution for higher learning in South Africa, considers two alternative approaches to assessment, namely 'assessment for learning' and 'assessment as learning' (Earl, 2003; 2012), and will argue that these approaches may result in improved student engagement and success as well as enhanced critical thinking and evaluative skills in students.</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 OF LEARNING, ASSESSMENT FOR LEARNING, AND ASSESSMENT AS LEARNING","attachmentId":53720419,"attachmentType":"docx","work_url":"https://www.academia.edu/33724944/ASSESSMENT_OF_LEARNING_ASSESSMENT_FOR_LEARNING_AND_ASSESSMENT_AS_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/33724944/ASSESSMENT_OF_LEARNING_ASSESSMENT_FOR_LEARNING_AND_ASSESSMENT_AS_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="5" 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="6" data-entity-id="124041549" 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/124041549/Assessment_and_learning_fields_apart">Assessment and learning: fields apart?</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="13654319" href="https://oxford.academia.edu/ThereseHopfenbeck">Therese Hopfenbeck</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment in Education: Principles, Policy &amp; Practice, 2017</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 and learning: fields apart?","attachmentId":118340366,"attachmentType":"pdf","work_url":"https://www.academia.edu/124041549/Assessment_and_learning_fields_apart","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/124041549/Assessment_and_learning_fields_apart"><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="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). 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