Conceptualising assessment-as-learning

Although the term assessment-as-learning has been much discussed at many levels, there is a lack of clear conceptualisation of what it means, beyond the simple idea that it links both assessment and learning in a single activity. The lack of consensus about the idea brings difficulties for understanding and communicating assessment-as-learning practices in different pedagogical contexts. This chapter aims to address this problem by proposing a view of assessment-as-learning which draws from both traditions in higher education and in school education. This view outlines what assessment-as-learning seeks to do and what characteristics it possesses in relation to the goals of assessment. The definition, that results from this, highlights the necessity of assessment tasks themselves providing learning opportunities for students as well as promoting students' active role in activities associated with them. Based on this definition, and drawing on ideas of sustainable assessment, assessment-as-learning is contrasted with and distinguished from other assessment concepts, such as assessment-for-learning, self and peer assessment, sustainable assessment, and self-regulated learning. The implications for the pedagogical practices of assessment are elaborated. Copyright © 2022 selection and editorial matter, Zi Yan and Lan Yang; individual chapters, the contributors.