This paper focuses on reconfiguring assessment processes so that they support a learning function, in addition to the more traditional measurement function. In the first half of the paper we discuss a framework for 'learning-oriented assessment' derived from a project carried out in Hong Kong. We conceptualize learning-oriented assessment as containing three key components: assessment tasks as learning tasks; student involvement in assessment; and explicitly forward-looking feedback. The second half of the paper presents an action research case in which the first author implemented some of the principles of learning-oriented assessment within a module in a teacher education context. The module, focusing on multimedia and web authoring, was taught through blended learning with an emphasis on peer learning and project-based learning. A particular feature was the interplay between students' learning experiences and the module assessments.
|Number of pages||13|
|Journal||Assessment in Education: Principles, Policy and Practice|
|Publication status||Published - 2006|
Keppell, M., & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education: Principles, Policy and Practice, 13(2), 179-191. https://doi.org/10.1080/09695940600703944