Aligning assessment with long‐term learning

Boud,D and Falchikov,N 2006, Aligning assessment with long‐term learning, Assessment & evaluation in higher education, vol. 31, no. 4, pp. 399-413, doi: 10.1080/02602930600679050.

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Title Aligning assessment with long‐term learning
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Falchikov,N
Journal name Assessment & evaluation in higher education
Volume number 31
Issue number 4
Start page 399
End page 413
Total pages 15
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2006-08
ISSN 0260-2938
1469-297X
Summary 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.
Language eng
DOI 10.1080/02602930600679050
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071983

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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