The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
Aligning assessment with long‐term learning
Open accessAbstract
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“158-160) used Black and Wiliam’s (1998) analysis of recent research on formative assessment as a starting point to identify issues to be incorporated into an agenda for assessment reform.”
BackgroundTeaching For Quality Learning At University
BIGGS, J. B., & Tang, C. S. (1999) · Cited by 7,559
Teaching for quality learning at university
Boulton‐Lewis, G. M. (2008) · Faculty of Education · Cited by 4,926
On Two Metaphors for Learning and the Dangers of Choosing Just One
Sfard, A. (1998) · Educational Researcher · doi:10.2307/1176193 · Cited by 3,819
Sustainable Assessment: Rethinking assessment for the learning society
Boud, D. (2000) · Studies in Continuing Education · doi:10.1080/713695728 · Cited by 1,545
Self-citationFormative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107
Yorke, M. (2003) · Higher Education · doi:10.1023/a:1023967026413 · Cited by 973
Enhancing Learning Through Self-assessment
Boud, D. (2013) · Routledge eBooks · doi:10.4324/9781315041520 · Cited by 913
Self-citation
Cited by
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Differing perceptions in the feedback process
Carless, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572132 · Cited by 1,102
Sustainable assessment revisited
Boud, D., & Soler, R. (2016) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1018133 · Cited by 576
Self-citationAuthentic assessment: creating a blueprint for course design
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1412396 · Cited by 560
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2014.05.038 · Cited by 449
Metadata
- Authors
- Boud, D., & Falchikov, N.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2006-08
- Volume
- 31
- Issue
- 4
- Pages
- 399-413
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1990572737
- Cited by
- 1,248
- References
- 30
- FWCI
- 113.52
- Type
- journal article
- Language
- en
- Open access
- green
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
