Aligning assessment with long-term learning

Publication Type:
Journal Article
Assessment and Evaluation in Higher Education, 2006, 31 (4), pp. 399 - 413
Issue Date:
Full metadata record
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short-term focus must be balanced against a longer-term emphasis for learning-oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end. © 2006 Taylor & Francis.
Please use this identifier to cite or link to this item: