Conditions Under Which Assessment Supports Students’ Learning

TLDR

Evaluation of teaching often centers on classroom activities, yet assessment is assumed to dominate students’ study choices. The article aims to evaluate how assessment arrangements influence out‑of‑class learning by proposing and justifying a set of conditions under which assessment supports learning. The authors present a framework of conditions that teachers can use to assess the effectiveness of their own assessment practices.

Abstract

Much evaluation of teaching focuses on what teachers do in class. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study. The article proposes a set of ‘conditions under which assessment supports learning’ and justifies these with reference to theory, empirical evidence and practical experience. These conditions are offered as a framework for teachers to review the effectiveness of their own assessment practice.