Exploring learning-oriented assessment processes

Abstract

This paper proposes a model of learning-oriented assessment to inform assessment theory and practice. The model focuses on three interrelated processes: the assessment tasks which students undertake; students' development of self-evaluative capacities; and student engagement with feedback. These three strands are explored through the analysis of assessment practice in context. The research method involves indepth classroom observations of five recipients of awards for teaching excellence across multiple disciplines; and semi-structured interviews with these teachers and a sample of their students. Findings highlight assessment tasks promoting thinking and practicing in the discipline; the use of critical reviews to develop student understandings of quality work; and 'same day feedback' to promote timely dialogues with students. The coherence of the model is discussed and some areas for further exploration are suggested.

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

“…However, the focus on the students' evaluative expertise and student engagement with feedback in the reported practices of our group of participants appeared to be far more varied both in terms of its presence and nature than those in Carless (2015). More studies of this type in a variety of context and with a range of participant groups are needed.…”

“…Carless's (2015) study using in-depth observations and interviews with five award winning teachers is recent example.…”

“…However, there is a degree of uncertainty about the precise nature of the relationship between understandings of assessment and assessment practices, particularly in terms of the direction of this relationship and contextual variation. Recently, there has been a line of research into assessment practices in context, using in-depth, fine-grained approaches with small numbers of participants (Carless 2015). The present study aims to contribute to this line of research by investigating the ways in which HE staff think about and practise assessment, and the relationship between understandings and practices.…”

“…As a consequence there have been considerable attempts to reshape the assessment and feedback landscape both from a theoretical and practical perspective. This has led to a greater emphasis upon formative, assessment for learning (Sambell et al 2013) and learning-oriented assessment (Carless 2015). However, in order to change and enhance current assessment practices, more needs to be known about the ways in which academics understand assessment and the relationship between their thinking and their assessment practices, but such research is still rare.…”

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

“…Recent initiatives in education place great emphasis on developing rich Computer-Based Environments of assessment that make student thinking and reasoning visible (Rosen & Tager, 2014). According to Lee's study on effective online learning, student satisfaction level is closely associated with clear guidelines, rubrics and constructive feedback (Carless, 2015;Lee, 2014). Ardid et al concluded that the use of ACBA was a useful tool for blended assessment, observing a rather good equivalency between ACBA and traditional offprint exams (Ardid, Gómez-Tejedor, Meseguer-Dueñas, Riera, & Vidaurre, 2015).…”