Towards Assessment as Learning

Abstract

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�.