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Aligning assessment with long‐term learning

journal contribution
posted on 01.08.2006, 00:00 authored by David BoudDavid Boud, Nancy Falchikov
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.

History

Journal

Assessment & evaluation in higher education

Volume

31

Issue

4

Pagination

399 - 413

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2006, Taylor & Francis

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