Learning-oriented assessment: A technology-based case study.

M. Keppell, D. Carless

    Research output: Contribution to journalArticle

    40 Citations (Scopus)


    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.
    Original languageEnglish
    Pages (from-to)179-191
    Number of pages13
    JournalAssessment in Education: Principles, Policy and Practice
    Issue number2
    Publication statusPublished - 2006

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