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Sustainable assessment: rethinking assessment for the learning society

Boud,D 2000, Sustainable assessment: rethinking assessment for the learning society, Studies in continuing education, vol. 22, no. 2, pp. 151-167, doi: 10.1080/713695728.

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Title Sustainable assessment: rethinking assessment for the learning society
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Journal name Studies in continuing education
Volume number 22
Issue number 2
Start page 151
End page 167
Total pages 17
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2000
ISSN 0158-037X
1470-126X
Summary Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.
Language eng
DOI 10.1080/713695728
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
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071986

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