Exploring Learning-Oriented Assessment Processes

Autor/in	Carless, David
Titel	Exploring Learning-Oriented Assessment Processes
Quelle	In: Higher Education: The International Journal of Higher Education Research, 69 (2015) 6, S.963-976 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-014-9816-z
Schlagwörter	Evaluation Methods; Self Evaluation (Individuals); Feedback (Response); Learner Engagement; Semi Structured Interviews; Critical Thinking; Criticism; Theories; Classroom Observation Techniques; Master Teachers + Suchen Sie Ihr Suchwort? Kritisches Denken; Kritik; Theory; Theorie
Abstract	This paper proposes a model of learning-oriented assessment to inform assessment theory and practice. The model focuses on three interrelated processes: the assessment tasks which students undertake; students' development of self-evaluative capacities; and student engagement with feedback. These three strands are explored through the analysis of assessment practice in context. The research method involves in-depth classroom observations of five recipients of awards for teaching excellence across multiple disciplines; and semi-structured interviews with these teachers and a sample of their students. Findings highlight assessment tasks promoting thinking and practicing in the discipline; the use of critical reviews to develop student understandings of quality work; and "same day feedback" to promote timely dialogues with students. The coherence of the model is discussed and some areas for further exploration are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01