Sustainable Assessment: Rethinking assessment for the learning society
Top Cited Papers
- 1 November 2000
- journal article
- research article
- Published by Taylor & Francis in Studies in Continuing Education
- Vol. 22 (2) , 151-167
- https://doi.org/10.1080/713695728
Abstract
Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.Keywords
This publication has 9 references indexed in Scilit:
- Peer Learning and AssessmentAssessment & Evaluation in Higher Education, 1999
- Assessment and Classroom LearningAssessment in Education: Principles, Policy & Practice, 1998
- Promoting reflection in professional courses: The challenge of contextStudies in Higher Education, 1998
- Introduction and overview: attempts to reclaim the concept of the learning societyJournal of Education Policy, 1997
- The myth of the learning societyBritish Journal of Educational Studies, 1995
- Classrooms: Goals, structures, and student motivation.Journal of Educational Psychology, 1992
- Formative assessment and the design of instructional systemsInstructional Science, 1989
- Contingency, Irony, and SolidarityPublished by Cambridge University Press (CUP) ,1989
- Improving teaching and learning in higher education: The case for a relational perspectiveStudies in Higher Education, 1987