Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning

Boud, DJ

Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning

Boud, DJ

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Publisher:: Edinburgh University Press
Publication Type:: Chapter
Citation:: Advances and Innovations in University Assessment and Feedback, 2014, pp. 1 - 13
Issue Date:: 2014

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Field	Value	Language
dc.contributor.author	Boud, DJ https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.editor	Kreber, C	en_US
dc.contributor.editor	Anderson, C	en_US
dc.contributor.editor	Entwhistle, N	en_US
dc.contributor.editor	McArthur, J	en_US
dc.date.accessioned	2020-03-28T06:55:27Z
dc.date.available	2020-03-28T06:55:27Z
dc.date.issued	2014	en_US
dc.identifier.citation	Advances and Innovations in University Assessment and Feedback, 2014, pp. 1 - 13	en_US
dc.identifier.isbn	9780748694549	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139573
dc.description.abstract	Offers a historical overview of how assessment practices have changed over the past four decades. Boud observes that despite some drastic changes and shifts in positive directions, the emphasis on formative assessment has lessened today in that now much assessment ‘counts’ towards a final mark. He calls for a new agenda in assessment practices, one that focuses explicitly on developing students’ capacity for judgement. This capacity for judgement is associated with the emergent agenda of ‘sustainable assessment’, which suggests that the purpose of assessment is not just to generate grades, or to influence present learning, but importantly to build students’ capacity to learn and assess themselves beyond the current task, for example as they are engaged in lifelong learning in professional practice.	en_US
dc.publisher	Edinburgh University Press	en_US
dc.relation.ispartof	Advances and Innovations in University Assessment and Feedback	en_US
dc.relation.isbasedon	10.3366/edinburgh/9780748694549.003.0002	en_US
dc.title	Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning	en_US
dc.type	Chapter
utslib.location	UK	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

Offers a historical overview of how assessment practices have changed over the past four decades. Boud observes that despite some drastic changes and shifts in positive directions, the emphasis on formative assessment has lessened today in that now much assessment ‘counts’ towards a final mark. He calls for a new agenda in assessment practices, one that focuses explicitly on developing students’ capacity for judgement. This capacity for judgement is associated with the emergent agenda of ‘sustainable assessment’, which suggests that the purpose of assessment is not just to generate grades, or to influence present learning, but importantly to build students’ capacity to learn and assess themselves beyond the current task, for example as they are engaged in lifelong learning in professional practice.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/139573