This paper begins by reviewing some key concepts in assessment for learning, or what I prefer to term as learning-oriented assessment. Feedback is highlighted as a core component of learning-oriented assessment and views of Hong Kong university students are contrasted with evidence from the wider literature. The second half of the paper focuses on an ongoing three-year Teaching Development Grant study, entitled Learning-oriented Assessment Project (LOAP). The project is centred in the Hong Kong Institute of Education, the main local provider of pre-service and in-service teacher education, but is cross-disciplinary in scope and also involves collaboration with other universities in Hong Kong. Its aims are as follows: to highlight the role of assessment as a source of student learning; to stimulate a reflective discourse about assessment issues; and to develop, promote and disseminate good practices in learning-oriented assessment. Some of the successes and challenges in engaging university staff in assessment-related professional development activities will be discussed. The paper concludes by pointing the way forward for the project and suggesting some wider implications.
|Published - 2003
CitationCarless, D. (2003, November). Learning-oriented assessment. Paper presented at the Evaluation and Assessment Conference, University of South Australia, Adelaide.
- Educational Evaluation