LINKING ASSESSMENT AND LEARNING TO SUPPORT STUDENTS AND STAFF

Back to Page Authors: Maddalena Taras

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Keywords: assessment, empowerment, ethical, self-assessment, inclusive

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Abstract: Inclusive and student-centred practices in learning and teaching are increasingly commonplace and consideration is given to the centrality of (socio)constructivist learning theories to support students. In addition, both learning and assessment theories require mandatory student involvement and participation in assessment in order to maximise learning and understanding. Yet, despite this explicit and evident link between learning and assessment, it is often not clear in educational practices how best this link can be promoted and sustained. This paper evaluates data and concepts from the literature in order to ascertain what assessment methodologies best support student learning through learner-centred assessment processes, including peer and self-assessment. In addition, it examines and evaluates the relative empowerment and involvement of tutors and students, and how these processes support cooperation and independence. The methodological trawl of the literature results in discovering a number of different assessment processes which purport to be learner and learning-centred, however they have very different degrees of empowerment and inclusion, especially for learners. These will be discussed and evaluated in order to provide participants with informed choices which can be adapted and adopted to different contexts. Although much of the discussion is based around assessment practices in higher education, the principles and practices being discussed are also pertinent and important to other school levels.

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