Learning-oriented assessment: A technology-based case study

Michael James KEPPELL, David Robert CARLESS

Research output: Contribution to journalArticles

40 Citations (Scopus)

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. Copyright © 2006 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)179-191
JournalAssessment in Education: Principles, Policy and Practice
Volume13
Issue number2
DOIs
Publication statusPublished - Apr 2006

Citation

Keppell, M., & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education: Principles, Policy and Practice, 13(2), 179-191.

Keywords

  • Learning strategies
  • Education -- Research
  • Teachers -- Training of
  • Educational evaluation
  • Teaching methods
  • Teaching -- Aids and devices
  • Students

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