{"id":58,"date":"2023-05-25T12:09:26","date_gmt":"2023-05-25T11:09:26","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=58"},"modified":"2024-11-08T10:55:12","modified_gmt":"2024-11-08T10:55:12","slug":"principle-5-assessment-as-learning","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/","title":{"rendered":"Principle 5: Assessment as Learning"},"content":{"rendered":"
\"Graphic<\/figure>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

What is Assessment as Learning?<\/h2>\n

Assessment as learning (AaL) occurs when students are their own assessors. Students monitor their own learning, ask questions, and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.<\/p>\n

Assessment is the area of practice that has changed least over the last twenty years and remains something often considered only at the end of the design process. As a result, assessment is typically designed to focus only on \u2018assessment OF learning\u2019 (AoL) and designed with an emphasis on summative assessment. Traditional (and potentially less effective) assessment methods tend to be adopted that may not align well with, and truly demonstrate the relevant learning outcomes<\/a>.<\/p>\n

Developing approaches to assessment that foreground tasks that students can use as \u2018assessment AS learning\u2019, and that prompt \u2018assessment FOR learning\u2019 (AfL) will have a beneficial impact on student engagement and on the quality of outcomes typically achieved.<\/p>\n

These approaches fit well with a more active approach to\u00a0 curriculum design promoting a range of assessment methods (see\u00a0Assessment Compendium<\/a>).\u00a0 By ensuring a balance between AaL, AfL and AoL, we can align with the key \u00a0themesof\u00a0inclusivity<\/a>,\u00a0sustainability<\/a>\u00a0and\u00a0employability<\/a>\u00a0and strive towards more effective assessment practice. Please refer to the strategic approach to the Enhancement of Assessment and Feedback<\/a><\/u> which details this further.<\/p>\n

\"\"

National Forum for the Enhancement of Teaching and Learning in Higher Education<\/figcaption><\/figure>\n

Further resources<\/h2>\n

The toolkit has several pages on the topic of assessment which may be of use to you:<\/p>\n

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Authentic Assessment <\/h2>

This section<\/a> provides a definition of Authentic Assessment with an exploration of its benefits and ideas for implementation.\u202f<\/span>\u00a0<\/span><\/p>\n<\/div> <\/div>

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Assessment Compendium <\/h2>

This section<\/a> provides an indicative, non-exhaustive list of some of the different assessment methods used commonly in UK higher education.<\/span><\/span>\u00a0<\/span><\/p>\n<\/div> <\/div>

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Assessment and Feedback Literacy <\/h2>

This section<\/a> provides an overview of strategies and suggestions to enhance assessment and feedback literacy.<\/span><\/span>\u00a0<\/span><\/p>\n<\/div> <\/div>

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Feedback <\/h2>

This section<\/a> <\/span>provides<\/span> a range of resources and advice to <\/span>assist<\/span> and support academic staff and Schools to enhance approaches to academic feedback.<\/span><\/span>\u202f<\/span><\/span>\u00a0<\/span><\/p>\n<\/div> <\/div>

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Co-Creation in Assessment <\/h2>

This<\/span> section<\/a> provides an overview of the key considerations in fostering Co-creation in assessments as well as providing models of co-creation used across UK higher education institutes.<\/span>\u202f<\/span><\/span>\u00a0<\/span><\/p>\n<\/div> <\/div>

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Marking and Moderation <\/h2>

This section <\/a><\/span>provides<\/span> a range of resources and advice to <\/span>assist<\/span> and support academic staff and Schools to enhance their approaches to marking and moderation.<\/span><\/span>\u00a0<\/span><\/p>\n<\/div> <\/div>

\n

\n Chevron right<\/title>\n <\/path>\n<\/svg> Teamwork <\/h2>

This section<\/a> provides<\/span><\/span><\/span> information about the benefits, challenges, and strategies associated with the<\/span><\/span><\/span> use of group work in assessment, <\/span><\/span><\/span>and also<\/span><\/span><\/span> about the use of <\/span><\/span><\/span>BuddyCheck<\/span><\/span><\/span><\/a> software for the enhancement of peer assessment.<\/span><\/span><\/span>\u202f<\/span><\/span><\/span>\u00a0<\/span><\/p>\n<\/div> <\/div><\/div>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"Developing approaches to assessment that foreground tasks that students can use as \u2018assessment AS learning\u2019, and that prompt \u2018assessment FOR learning\u2019 will have a beneficial impact on students: on their engagement and on the quality of outcomes typically achieved.","protected":false},"author":1,"featured_media":0,"parent":25,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[45,18],"tags":[],"class_list":["post-58","page","type-page","status-publish","hentry","category-assessment-and-feedback","category-key-principles"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/58","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=58"}],"version-history":[{"count":45,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/58\/revisions"}],"predecessor-version":[{"id":7469,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/58\/revisions\/7469"}],"up":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/25"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=58"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=58"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=58"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}