Learning‐oriented assessment: conceptual bases and practical implications

Abstract

This paper focuses on the potential of the learning aspects of assessment. The term ‘learning‐oriented assessment’ is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer‐ or self‐evaluators; and feedback as feedforward. I also indicate how learning‐oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implications for practice are discussed through a focus on how learning‐oriented assessment can be implemented at the module level.

Acknowledgements

I am endebted to Gordon Joughin for his input to the conceptual aspects of LOA. I would also like to thank David Boud, Peter Knight and Liu Ngar‐Fun for their contributions to LOAP.