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However, we two philosophers, with extensive experience designing, implementing, and managing" /> <meta name="twitter:image" content="https://0.academia-photos.com/3170/1358/40337271/s200_andrew.carpenter.jpeg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/235686/Learning_Assessment_Hyperbolic_Doubts_Versus_Deflated_Critiques" /> <meta property="og:title" content="Learning Assessment: Hyperbolic Doubts Versus Deflated Critiques" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Arguments against outcomes assessment often provide powerful portrayals of assessment as anathema to quality teaching and learning in higher education. However, we two philosophers, with extensive experience designing, implementing, and managing" /> <meta property="article:author" content="https://northcentral.academia.edu/AndrewCarpenter" /> <meta name="description" content="Arguments against outcomes assessment often provide powerful portrayals of assessment as anathema to quality teaching and learning in higher education. However, we two philosophers, with extensive experience designing, implementing, and managing" /> <title>(PDF) Learning Assessment: Hyperbolic Doubts Versus Deflated Critiques | Andrew Carpenter - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/235686/Learning_Assessment_Hyperbolic_Doubts_Versus_Deflated_Critiques" /> <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(1733034463000); window.Aedu.timeDifference = new Date().getTime() - 1733034463000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Arguments against outcomes assessment often provide powerful portrayals of assessment as anathema to quality teaching and learning in higher education. However, we two philosophers, with extensive experience designing, implementing, and managing outcomes assessment, find these arguments to be less than convincing. In this paper, we present a philosophical analysis of some of these arguments with the goal of unpacking their exact strengths and weaknesses. In doing so, we are more interested in discussing these arguments in the context of assessment (or conceptions of assessment) well done and well managed rather than reading these arguments as attacks on poorly implemented versions of assessment. In short, we aim to get at the realistic possibilities of using assessment as a tool for improving instruction, curricula, and student learning. We also advocate scholarship of teaching and learning that aims to improve theories of learning assessment and to develop new models and methods of assessment.","author":[{"@context":"https://schema.org","@type":"Person","name":"Andrew Carpenter"}],"contributor":[],"dateCreated":"2010-05-11","dateModified":"2014-05-28","datePublished":null,"headline":"Learning Assessment: Hyperbolic Doubts Versus Deflated Critiques","inLanguage":"en","keywords":["Assessment","Higher Education","Assessment in Higher Education","Program Assessment","Collegiate Learning Assessment (CLA)"],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/235686/Learning_Assessment_Hyperbolic_Doubts_Versus_Deflated_Critiques","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"northcentral"}]}</script><link rel="stylesheet" media="all" 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education. However, we two philosophers, with extensive experience designing, implementing, and managing outcomes assessment, find these arguments to be less than convincing. In this paper, we present a philosophical analysis of some of these arguments with the goal of unpacking their exact strengths and weaknesses. In doing so, we are more interested in discussing these arguments in the context of assessment (or conceptions of assessment) well done and well managed rather than reading these arguments as attacks on poorly implemented versions of assessment. In short, we aim to get at the realistic possibilities of using assessment as a tool for improving instruction, curricula, and student learning. We also advocate scholarship of teaching and learning that aims to improve theories of learning assessment and to develop new models and methods of assessment.","more_info":"Carpenter, A. N., \u0026 Bach, C. N. (2010). Learning Assessment: Hyperbolic Doubts Versus Deflated Critiques. 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However, we two philosophers, with extensive experience designing, implementing, and managing outcomes assessment, find these arguments to be less than convincing. In this paper, we present a philosophical analysis of some of these arguments with the goal of unpacking their exact strengths and weaknesses. In doing so, we are more interested in discussing these arguments in the context of assessment (or conceptions of assessment) well done and well managed rather than reading these arguments as attacks on poorly implemented versions of assessment. In short, we aim to get at the realistic possibilities of using assessment as a tool for improving instruction, curricula, and student learning. We also advocate scholarship of teaching and learning that aims to improve theories of learning assessment and to develop new models and methods of assessment.</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":945467,"attachmentType":"pdf","workUrl":"https://www.academia.edu/235686/Learning_Assessment_Hyperbolic_Doubts_Versus_Deflated_Critiques"}">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":945467,"attachmentType":"pdf","workUrl":"https://www.academia.edu/235686/Learning_Assessment_Hyperbolic_Doubts_Versus_Deflated_Critiques"}"><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="945467" data-landing_url="https://www.academia.edu/235686/Learning_Assessment_Hyperbolic_Doubts_Versus_Deflated_Critiques" 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="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; 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Practice","attachmentId":108378825,"attachmentType":"pdf","work_url":"https://www.academia.edu/110616187/Designing_Authentic_Assessments_within_Outcomes_based_Teaching_and_Learning_Critical_Reflections_on_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/110616187/Designing_Authentic_Assessments_within_Outcomes_based_Teaching_and_Learning_Critical_Reflections_on_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="8" 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 class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="92058401" 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/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education">Investigating The Undergraduate Experience Of 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="91869" href="https://ukm.academia.edu/KingSiongLee">King Siong Lee</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ukm.my</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":"Investigating The Undergraduate Experience Of Assessment In Higher Education","attachmentId":95170498,"attachmentType":"pdf","work_url":"https://www.academia.edu/92058401/Investigating_The_Undergraduate_Experience_Of_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/92058401/Investigating_The_Undergraduate_Experience_Of_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></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":945467,"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":945467,"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_945467" 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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