Aligning Assessment with Long-Term Learning. Special Issue: Learning-Oriented Assessment: Principles and Practice

Autor/inn/en	Boud, David; Falchikov, Nancy
Titel	Aligning Assessment with Long-Term Learning. Special Issue: Learning-Oriented Assessment: Principles and Practice
Quelle	In: Assessment & Evaluation in Higher Education, 31 (2006) 4, S.399-413 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	College Students; Educational Change; Feedback; Lifelong Learning; Achievement; Student Evaluation; Higher Education; Formative Evaluation; Summative Evaluation; Foreign Countries; Evaluation Methods; Relevance (Education); Self Evaluation (Individuals); United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Bildungsreform; Life-long learning; Lebenslanges Lernen; Performance; Leistung; Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Relevance; Relevanz; Großbritannien
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10