Book ChapterDOI
Reframing assessment as if learning were important
David Boud
- pp 24-36
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TLDR
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.Abstract:
As we have seen, an overall theme of this book is that it is time to rethink what is being done in assessment in higher education in order to foster learning for the longer term. In this chapter I suggest that we not only need to engage in specific 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. This requires a central educational idea to which participants in higher education can subscribe: that is, a view of the direction in which the enterprise of assessment should be moving. It is only through establishing a counter-discourse to the one that currently dominates higher education that some of the fundamental problems created by current assessment assumptions and practice can be addressed.read more
Citations
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Journal ArticleDOI
From monologue to dialogue: improving written feedback processes in mass higher education
TL;DR: This paper argued that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue and suggested ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff.
Journal ArticleDOI
Rethinking feedback practices in higher education: a peer review perspective
TL;DR: For instance, this article found that producing feedback reviews engages students in multiple acts of evaluative judgement, both about the work of peers and, through a reflective process, about their own work, and that it involves them in both invoking and applying criteria to explain those judgements.
Journal ArticleDOI
Developing evaluative judgement: enabling students to make decisions about the quality of work
Joanna Tai,Rola Ajjawi,David Boud,David Boud,David Boud,Phillip Dawson,Ernesto Panadero,Ernesto Panadero +7 more
TL;DR: In this article, the authors explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogogical practices.
Journal ArticleDOI
Sustainable assessment revisited
David Boud,Rebeca Soler +1 more
TL;DR: Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course as mentioned in this paper, and has been taken up over the past 15 years in higher education and why it might still be needed.
Journal ArticleDOI
The processes and dimensions of informed self-assessment: a conceptual model.
Joan Sargeant,Heather Armson,Ben Chesluk,Tim Dornan,Kevin W. Eva,Eric Holmboe,Jocelyn Lockyer,Elaine Loney,Karen Mann,Cees P. M. van der Vleuten +9 more
TL;DR: Findings suggest the need for attention to the varied influencing conditions and inherent tensions to progress in understanding self-assessment, how it is informed, and its role in self-directed learning and professional self-regulation.
References
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Journal ArticleDOI
Modernity and Self-Identity: Self and Society in the Late Modern Age
TL;DR: In this paper, the self: ontological security and existential anxiety are discussed, as well as the trajectory of the self, risk, and security in high modernity, and the emergence of life politics.
Book
Modernity and Self-Identity: Self and Society in the Late Modern Age
TL;DR: In the context of a post-traditional order, the self becomes a reflexive project as mentioned in this paper, which is not a term which has much applicability to traditional cultures, because it implies choice within plurality of possible options, and is 'adopted' rather than 'handed down'.
Book
An Invitation to Reflexive Sociology
Pierre Bourdieu,Loïc Wacquant +1 more
TL;DR: The authors provides a systematic and accessible overview of the internal logic of Bourdieu's work by explicating thematic and methodological principles underlying his work, including a theory of knowledge, practice, and society.
Journal ArticleDOI
Assessment and Classroom Learning
Paul Black,Dylan Wiliam +1 more
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.