Assessment and Empowerment: Some critical questions

TLDR

Assessment is central to formal education, traditionally controlled by teachers who set criteria and judge success, but this power is increasingly challenged as adult learners seek a partnership role. The paper critiques the dominant assessment hegemony, explores learner empowerment concepts, and outlines their practical implementation. The authors examine students’ perceptions and identify issues in current practices to inform the empowerment approach.

Abstract

Assessment has a central role in formal education. It is the process that determines whether or not learners have succeeded. Traditionally teachers have been all-powerful in assessment processes. They decide what is to be assessed, how it will be assessed and what criteria will be used. They make the judgements about which students have met the standards. This is beginning to change as more people, particularly in adult education, question conventional views of assessment. There is a growing recognition that adult learners have a legitimate role in an assessment partnership. This paper critiques the existing hegemony in assessment, considers our conception of learner empowerment in relation to assessment and describes how it is implemented in practice. Students' perceptions are considered and issues about the practices are identified.