Sustainable assessment revisited

Boud, D; Soler, R

Sustainable assessment revisited

Boud, D

Soler, R

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Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2016, 41 (3), pp. 400 - 413
Issue Date:: 2016-04-02

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Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Soler, R	en_US
dc.date.available	2020-05-25T19:19:17Z
dc.date.issued	2016-04-02	en_US
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2016, 41 (3), pp. 400 - 413	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43261
dc.description.abstract	© 2015 Taylor & Francis. Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment.	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	10.1080/02602938.2015.1018133	en_US
dc.subject.classification	Education	en_US
dc.title	Sustainable assessment revisited	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	41	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	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.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	41	en_US

Abstract:

© 2015 Taylor & Francis. Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment.

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http://hdl.handle.net/10453/43261