Afterword: Learning-Centred Focus to Assessment Practices

Somaiya Naidu

    Research output: Book chapter/Published conference paperChapter


    Many teachers commonly use assessment as the starting point of their teaching activities because they believe that assessment drives learning and teaching activities. Hence students tend to organise their learning activities around these prescribed assessment tasks. These beliefs and practices have the potential to detract from promoting effective, efficient, and engaging learning. Teachers, in using assessment tasks to orchestrate their teaching activities send out a message to their learners which minimises the importance of the learning experience. Not only does this constrain learners from taking full advantage of the designed learning experience, but with an explicit focus on assessment tasks by teachers, learners tend to adopt coping mechanisms that focus on the assessment task itself, and little else.
    Original languageEnglish
    Title of host publicationE-Learning Technologies and Evidence-Based Assessment Approaches
    EditorsChristine Spratt, Paul Lajbcygier
    Place of PublicationUSA
    PublisherInformation Science Reference
    Number of pages2
    ISBN (Print)9781605664101
    Publication statusPublished - 2009


    Dive into the research topics of 'Afterword: Learning-Centred Focus to Assessment Practices'. Together they form a unique fingerprint.

    Cite this