Reframing assessment as if learning were important

David J. Boud

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Student Assessment and Feedback Evaluation of Teaching Practices Educational Assessment and Pedagogy

Abstract

As we have seen, an overall theme of this book is that it is time to rethink what is being done in assessment in higher education in order to foster learning for the longer term. In this chapter I suggest that we not only need to engage in speciﬁc assessment reforms, but there should be a major reframing of what assessment exists to do, how it is discussed and the language used to describe it. This requires a central educational idea to which participants in higher education can subscribe: that is, a view of the direction in which the enterprise of assessment should be moving. It is only through establishing a counter-discourse to the one that currently dominates higher education that some of the fundamental problems created by current assessment assumptions and practice can be addressed.

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References

2020Modernity and Self-Identity: Self and Society in the Late Modern Age 1993An Invitation to Reflexive Sociology.1998Assessment and Classroom Learning 2003Assessment for Learning- putting it into practice 2005Conditions Under Which Assessment Supports Students’ Learning 1993Mechanisms of Self-Regulation: A Systems View 2013Enhancing Learning Through Self-assessment 2011A True Test: Toward More Authentic and Equitable Assessment

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2010Integrative assessment: reframing assessment practice for current and future learning 2011Promoting teacher reflection: what is said to be done 2011Using self- and peer-assessment to enhance students’ future-learning in higher education.2022Assessment for inclusion: rethinking contemporary strategies in assessment design 2011Using self- and peer-assessment to enhance students’ future-learning in higher education 2014What if pupils can assess their peers anonymously? A quasi-experimental study

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