Assessment<i>as</i>learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning.¹

Abstract

The paper reports on the findings of a Learning and Skills Research Centre (LSRC) funded study investigating the impact of different modes and methods of assessment on achievement and progress in post‐secondary education and training. Data were collected across Advanced‐level academic and vocational preparation programmes in schools and colleges, work‐based training, and adult education settings. The paper reports that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. It concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and ‘criteria compliance’ replacing ‘learning’.