Assessment IS learning: developing a student‐centred approach for assessment in Higher Education
Assessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment ‘of’ learning. Instead, there has been a great...
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| Format: | Article |
| Language: | English |
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Wiley
2025-01-01
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| Series: | FEBS Open Bio |
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| Online Access: | https://doi.org/10.1002/2211-5463.13921 |
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| author | Stephen Rutherford Connie Pritchard Nigel Francis |
| author_facet | Stephen Rutherford Connie Pritchard Nigel Francis |
| author_sort | Stephen Rutherford |
| collection | DOAJ |
| description | Assessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment ‘of’ learning. Instead, there has been a greater emphasis on assessment ‘as’ learning, or assessment ‘for’ learning, through the enhanced use of formative assessments. Centralising assessment within the learning process highlights that assessment IS learning and cannot be separated from other elements of the learning process. In particular, assessment has a vital role to play in the development of students' self‐regulated learning skills and the development of independence in learners. However, for assessments to effectively support learning, they need to be meaningful, engaging, well‐integrated into the learning activities and ‘student‐focused’. Placing student skills development and personal development at the centre of assessment design has the potential to empower students through assessment. This review focuses on the potential of assessment to support student learning and development, using the ‘Equity, Agency, Transparency’ (‘EAT’) framework as a lens for effective assessment and feedback practices. We suggest ways in which we can make our assessment and feedback practices more inclusive, meaningful and authentic to the students' learning needs. |
| format | Article |
| id | doaj-art-cb4d8479ce064e1aa3032bfd35518d33 |
| institution | Kabale University |
| issn | 2211-5463 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | FEBS Open Bio |
| spelling | doaj-art-cb4d8479ce064e1aa3032bfd35518d332025-01-07T02:27:34ZengWileyFEBS Open Bio2211-54632025-01-01151213410.1002/2211-5463.13921Assessment IS learning: developing a student‐centred approach for assessment in Higher EducationStephen Rutherford0Connie Pritchard1Nigel Francis2School of Biosciences Cardiff University UKSchool of Biosciences Cardiff University UKSchool of Biosciences Cardiff University UKAssessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment ‘of’ learning. Instead, there has been a greater emphasis on assessment ‘as’ learning, or assessment ‘for’ learning, through the enhanced use of formative assessments. Centralising assessment within the learning process highlights that assessment IS learning and cannot be separated from other elements of the learning process. In particular, assessment has a vital role to play in the development of students' self‐regulated learning skills and the development of independence in learners. However, for assessments to effectively support learning, they need to be meaningful, engaging, well‐integrated into the learning activities and ‘student‐focused’. Placing student skills development and personal development at the centre of assessment design has the potential to empower students through assessment. This review focuses on the potential of assessment to support student learning and development, using the ‘Equity, Agency, Transparency’ (‘EAT’) framework as a lens for effective assessment and feedback practices. We suggest ways in which we can make our assessment and feedback practices more inclusive, meaningful and authentic to the students' learning needs.https://doi.org/10.1002/2211-5463.13921artificial intelligenceassessmentEAT frameworkfeedbackself‐regulated learningstudent‐centred |
| spellingShingle | Stephen Rutherford Connie Pritchard Nigel Francis Assessment IS learning: developing a student‐centred approach for assessment in Higher Education FEBS Open Bio artificial intelligence assessment EAT framework feedback self‐regulated learning student‐centred |
| title | Assessment IS learning: developing a student‐centred approach for assessment in Higher Education |
| title_full | Assessment IS learning: developing a student‐centred approach for assessment in Higher Education |
| title_fullStr | Assessment IS learning: developing a student‐centred approach for assessment in Higher Education |
| title_full_unstemmed | Assessment IS learning: developing a student‐centred approach for assessment in Higher Education |
| title_short | Assessment IS learning: developing a student‐centred approach for assessment in Higher Education |
| title_sort | assessment is learning developing a student centred approach for assessment in higher education |
| topic | artificial intelligence assessment EAT framework feedback self‐regulated learning student‐centred |
| url | https://doi.org/10.1002/2211-5463.13921 |
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