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Learning‐oriented assessment: a technology‐based case study.
- Source :
- Assessment in Education: Principles, Policy & Practice; Jul2006, Vol. 13 Issue 2, p179-191, 12p, 1 Diagram, 3 Charts
- Publication Year :
- 2006
-
Abstract
- This paper focuses on reconfiguring assessment processes so that they support a learning function, in addition to the more traditional measurement function. In the first half of the paper we discuss a framework for ‘learning‐oriented assessment’ derived from a project carried out in Hong Kong. We conceptualize learning‐oriented assessment as containing three key components: assessment tasks as learning tasks; student involvement in assessment; and explicitly forward‐looking feedback. The second half of the paper presents an action research case in which the first author implemented some of the principles of learning‐oriented assessment within a module in a teacher education context. The module, focusing on multimedia and web authoring, was taught through blended learning with an emphasis on peer learning and project‐based learning. A particular feature was the interplay between students’ learning experiences and the module assessments. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0969594X
- Volume :
- 13
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Assessment in Education: Principles, Policy & Practice
- Publication Type :
- Academic Journal
- Accession number :
- 21806944
- Full Text :
- https://doi.org/10.1080/09695940600703944