Journal ArticleDOI
Integrative assessment: reframing assessment practice for current and future learning
Reads0
Chats0
TLDR
The authors make a distinction between assessment tasks designed to facilitate and test current learning through the use of formative and summative assessments, and those tasks primarily designed to enhance future learning, which could be better termed integrative assessments.Abstract:
The requirement to provide timely formative tasks that are designed to facilitate student learning and autonomy has provoked a wider examination of the role of assessment in higher education and encouraged further investigation of the alignment of learning, teaching and assessment in curriculum design frameworks. Many current authors have proposed that the primary purpose of assessment is to enhance current and future learning and that current practice tends to overemphasise the importance of assessment for progression and certification purposes. This paper proposes that a clearer distinction be made between assessment tasks designed to facilitate and test current learning through the use of formative and summative assessments, and those tasks primarily designed to enhance future learning, which could be better termed integrative assessments. This distinction would allow students and teachers to have greater clarity around the proposed outcomes and reward mechanisms associated with assessment tasks and fe...read more
Citations
More filters
Journal ArticleDOI
A model for aligning assessment with competences and learning activities in online courses
TL;DR: The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences, which can help teachers and students better understand the meaning of competence-based learning.
Journal ArticleDOI
The Role of e-Portfolios in Supporting Productive Learning.
Min Yang,Mui Tai,Cher Ping Lim +2 more
TL;DR: How e-portfolios take up formative roles in authentic assessment with formative functions that include showcasing and sharing learning artifacts, documenting reflective learning processes, connecting learning across various stages and enabling frequent feedback for improvements is examined.
Journal ArticleDOI
Comparing student learning experiences of in-text commentary and rubric-articulated feedback: strategies for formative assessment
TL;DR: The authors compared students' experiences of two types of criteria-based assessment: in text commentary and rubric-articulated feedback, in an assessment design combining the two feedback channels, and concluded that the different functions have the potential of creating a sufficiently balanced assessment design with the possibility of serving both short-term and continuous learning goals.
Dissertation
The lived experience of academic practice: academics’ beliefs and their practices of assessment
TL;DR: In this article, a study of a group of academics at an Australian university and how their beliefs impacted their assessment practice was conducted, finding that an academic's beliefs do have a role in their assessment practices.
Book ChapterDOI
Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education
TL;DR: In this article, the authors provide an overview of current e-assessment activity in higher education for those interested in improving their assessment practices, taking into consideration several publications, cases and contributions from both the practice and research perspective.
References
More filters
Journal ArticleDOI
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
TL;DR: In this paper, the research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners.
Book
Understanding by Design
Grant Wiggins,Jay McTighe +1 more
TL;DR: In this paper, the authors present the six Facets of understanding, and how to assess understanding in light of these Facets, and what the Facets imply for unit design.
Journal ArticleDOI
Aligning assessment with long‐term learning
David Boud,Nancy Falchikov +1 more
TL;DR: The authors argue that this short-term focus must be balanced against a longer-term emphasis for learning-oriented assessment to foster future learning after graduation, and propose 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.
BookDOI
Rethinking assessment in higher education : learning for the longer term
David Boud,Nancy Falchikov +1 more
TL;DR: In this paper, the authors set the scene for assessing students' experiences in post-school Qualifications and discussed the role of peers in assessment and the place of peers' emotions in assessment.
Book ChapterDOI
Reframing assessment as if learning were important
TL;DR: In this paper, the authors argue that it is time to rethink what is being done in assessment in higher education in order to foster learning for the longer term, and they suggest that we not only need to engage in assessment reforms, but there should be a major reframing of what assessment exists to do, how it is discussed and the language used to describe it.