Assessment-as-learning in the global assessment reforms

Research output: Chapter in Book/Report/Conference proceedingChapters

5 Citations (Scopus)


This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book draws on research in both higher education and school education from nine countries/regions across the Asia-Pacific region and Europe. It provides a wide coverage of diversified perspectives and practices regarding assessment-as-learning. The book proposes a new view of assessment-as-learning which draws from both traditions in higher education and school education. It explores how assessment-as-learning can be deployed to foster students' evaluative judgements. Boud compares features of assessment-as-learning with those of developing evaluative judgement and sets out criteria for examining how assessment-as-learning can have a longer-term benefit for students. The book investigates assessment-as-learning from the perspective of metacognition or self-regulation. Wang and Xu depict the interactions between assessment-as-learning task design and metacognition. The book highlights the pivotal role of assessment-as-learning in maximising students' learning opportunities and achievement. Copyright © 2022 selection and editorial matter, Zi Yan and Lan Yang; individual chapters, the contributors.
Original languageEnglish
Title of host publicationAssessment as learning: Maximising opportunities for student learning and achievement
EditorsZi YAN, Lan YANG
Place of PublicationOxon
ISBN (Electronic)9781003052081
ISBN (Print)9780367509972, 9780367509989
Publication statusPublished - 2022


Yan, Z., & Yang, L. (2022). Assessment-as-learning in the global assessment reforms. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 1-7). Oxon: Routledge.


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