Skip to Main Content
Have library access? Log in through your library
How Assessment Supports Learning

How Assessment Supports Learning: Learning-oriented Assessment in Action

David Carless
Gordon Joughin
Ngar-Fun Liu
Copyright Date: 2006
Pages: 188
  • Cite this Item
  • Book Info
    How Assessment Supports Learning
    Book Description:

    How Assessment Supports Learning: Learning-oriented Assessment in Action invites teachers in higher education to rethink the purposes of assessment and to revise their assessment practices in the interests of improved student learning. It combines practice, theory, research and extensive examples of assessment techniques to support academics in this vital part of their multi-faceted role. This book presents 39 innovative assessment practices from a range of disciplines and located in a clearly articulated theoretical framework. This framework is congruent with outcomes-based approaches, currently being implemented in universities in Hong Kong and elsewhere. The practices, which can be modified for use in a wide range of contexts, illustrate how assessment can be used to engage students in productive learning, provide genuinely helpful feedback efficiently, and help students learn to evaluate and improve the quality of their own work. The book concludes with suggestions for responding to challenges at the interface between assessment and learning.

    eISBN: 978-988-8052-38-7
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-viii)
  3. Foreword
    (pp. ix-x)
    David Boud

    Why bother with assessment? Surely, examinations have been a successful strategy for endless years, we are familiar with them and they have helped us get where we are today. Students may find them challenging, but they have served us well. This is often the starting point when trying to open discussion about assessment in higher education. Assessment is defined by past practice, not by what it is needed for now.

    There are many reasons why we need to revisit some of our taken-for-granted assumptions about assessment. Not only are we seeking to extend the range of outcomes for higher education...

  4. Acknowledgements
    (pp. xi-xii)
  5. 1 Improving Assessment, Improving Learning
    (pp. 1-6)

    The genesis of this book lies in the Learning-oriented Assessment Project (LOAP) which sought to identify, promote and disseminate useful practices in assessment that would promote productive learning. The project was based in the Hong Kong Institute of Education and included all the tertiary institutions in Hong Kong.

    This book is about improving student learning: there are many ways to enhance student learning and the strategy that this book promotes is through assessment. Assessment is an appropriate focus because it is one element of the instructional process that cannot be avoided since institutions require assessments for certification purposes. We seek...

  6. 2 A Conceptual Framework for Learning-oriented Assessment
    (pp. 7-16)

    This book presents different techniques used by teachers across a range of disciplines in higher education. Each technique is concerned with assessment in some form. Each one is also designed to improve students’ learning.

    These techniques are more than simply good ideas. While they are valuable because they have demonstrated their worth in practice, how they contribute to learning fits within a framework for learning-oriented assessment that encompasses some of the best thinking and research on assessment and learning in higher education. This chapter describes the framework which helps to illuminate the practices presented in Chapter 3. Each of these...

  7. 3 Assessment Practices That Promote Learning
    (pp. 17-158)

    This chapter presents 39 specific assessment practices from academics teaching in a range of Hong Kong higher education institutions. These practices share a number of qualities which we believe make them useful for academics in many contexts:

    Each one is an actual practice, used by real academics with real students. The practices are not theories or simply good ideas, though they may be based on a theoretical understanding of learning and are certainly the result of careful thought by their contributors.

    Each practice has been shown to work well in the context in which it was developed.

    Each practice has...

  8. 4 The Way Forward
    (pp. 159-168)

    This concluding chapter addresses four main issues that are central to ongoing progress in reconfiguring assessment productively. Firstly, we look at some of the shifts in assessment in higher education in Hong Kong. Secondly, we return to some of the main challenges in assessment first raised in Chapter 1 and indicate how they might be tackled. Thirdly, we look at assessment at a macro-level and discuss some of the factors which inhibit assessment change and development. We propose a number of strategies which may be used to meet the identified constraints. Fourthly, we summarize some of the main implications for...

  9. Appendix: Useful Resources
    (pp. 169-176)
  10. References
    (pp. 177-178)