Major education systems in the Asia-Pacific region have introduced many assessment reforms since the turn of the century. Although varying in their implementation strategies, these reforms share common emphases on assessment for learning and on assessment as learning. Despite these paradigm changes on the conception of assessment, however, many countries in the region have also in common deeply rooted examination cultures. The self-directed learning oriented assessment (SLOA) framework is put forward in this volume as a possible solution that embraces the conceptions of assessment for, as and of learning. This chapter introduces the theoretical underpinnings of SLOA, the tools available for implementing SLOA and the examples of successful implementation of SLOA in four systems. Discussions in this chapter show that changing assessment from its single purpose of selecting the best to a multiple purpose of selection, learning enhancement and outcome diagnosis are not only necessary but are also feasible and rewarding. Copyright © 2013 Springer Science+Business Media Dordrecht.
|Title of host publication||Self-directed learning oriented assessments in the Asia-Pacific|
|Editors||Magdalena Mo Ching MOK|
|Place of Publication||Dordrecht, The Netherlands|
|Publication status||Published - 2013|
CitationMok, M. M. C. (2013). Assessment reform in the Asia Pacific region: The theory and practice of self-directed learning oriented assessment. In M. M. C. Mok (Ed.), Self-directed learning oriented assessments in the Asia-Pacific (pp. 3-22). Dordrecht, The Netherlands: Springer.
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- Metacognitive knowledge
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