Towards Assessment as Learning

Phil Race


It is widely accepted that in higher education internationally, assessment drives students? learning. As a consequence, students become ever more strategic, and only put energy into things that count towards their overall assessment. This article suggests a practical way of setting about reflecting on the assessment processes and instruments you use.
Many institutions have now adopted ?assessment for learning? approaches, to make better links between assessment and learning. In this paper, I argue that we can go even further and work towards ?assessment as learning? where all of our elements of assessment are designed with learning in mind. The paper provides you with a scoring grid, using which you can interrogate your own assessment elements, and determine how well they measure up to a combination of ?assessment for learning? and ?assessment as learning?.



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