Aligning assessment with long-term learning

Boud, D; Falchikov, N

Aligning assessment with long-term learning

Boud, D

Falchikov, N

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Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2006, 31 (4), pp. 399 - 413
Issue Date:: 2006-12-01

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Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Falchikov, N	en_US
dc.date.issued	2006-12-01	en_US
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2006, 31 (4), pp. 399 - 413	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5027
dc.description.abstract	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.	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	10.1080/02602930600679050	en_US
dc.subject.classification	Education	en_US
dc.title	Aligning assessment with long-term learning	en_US
dc.type	Journal Article
utslib.copyright.holder	© 2006 Taylor & Francis	en_US
utslib.citation.volume	4	en_US
utslib.citation.volume	31	en_US
utslib.for	130399 Specialist Studies in Education not elsewhere classified	en_US
utslib.for	13 Education	en_US
dc.location.activity	Brisbane, Australia
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/Education Group
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	31	en_US

Abstract:

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:

http://hdl.handle.net/10453/5027