Learning‐oriented assessment: conceptual bases and practical implications

Abstract

This paper focuses on the potential of the learning aspects of assessment. The term ‘learning‐oriented assessment’ is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer‐ or self‐evaluators; and feedback as feedforward. I also indicate how learning‐oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implications for practice are discussed through a focus on how learning‐oriented assessment can be implemented at the module level.