Assessment "as" Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning

Autor/in	Torrance, Harry
Titel	Assessment "as" Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning
Quelle	In: Assessment in Education: Principles, Policy & Practice, 14 (2007) 3, S.281-294 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Feedback (Response); Student Evaluation; Criteria; Learning Experience; Behavioral Objectives; Postsecondary Education; Vocational Education; Adult Education; Formative Evaluation; Foreign Countries; Higher Education; Adult Learning; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Lernerfahrung; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adulte education; Großbritannien
Abstract	The paper reports on the findings of a Learning and Skills Research Centre (LSRC) funded study investigating the impact of different modes and methods of assessment on achievement and progress in post-secondary education and training. Data were collected across Advanced-level academic and vocational preparation programmes in schools and colleges, work-based training, and adult education settings. The paper reports that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. It concludes that the practice of assessment has moved from assessment "of" learning, through assessment "for" learning, to assessment "as" learning, with assessment procedures and practices coming completely to dominate the learning experience and "criteria compliance" replacing "learning". (Contains 7 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10