Sustainable assessment revisited

Boud, David and Soler, Rebeca 2016, Sustainable assessment revisited, Assessment and evaluation in higher education, vol. 41, no. 3, pp. 400-413, doi: 10.1080/02602938.2015.1018133.

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Title Sustainable assessment revisited
Author(s) Boud, DavidORCID iD for Boud, David
Soler, Rebeca
Journal name Assessment and evaluation in higher education
Volume number 41
Issue number 3
Start page 400
End page 413
Total pages 14
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 0260-2938
Keyword(s) assessment for learning
purposes of assessment
student judgements
sustainable assessment
Summary 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.
Language eng
DOI 10.1080/02602938.2015.1018133
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
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