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Sustainable assessment revisited

journal contribution
posted on 01.01.2016, 00:00 authored by David BoudDavid Boud, R Soler
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.

History

Journal

Assessment and evaluation in higher education

Volume

41

Issue

3

Pagination

400 - 413

Publisher

Routledge

Location

Abingdon, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2015, Taylor & Francis