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Department of Psychology,
University of Glasgow.
Assessment for Learning requires a learning environment that :
- emphasises authenticity and complexity in the content and methods of
assessment rather than reproduction of knowledge and reductive measurement
- uses high-stakes summative assessment rigorously but sparingly rather than
as the main driver for learning
- offers students extensive opportunities to engage in the kinds of tasks
that develop and demonstrate their learning, thus building their confidence
and capabilities before they are summatively assessed
- is rich in feedback derived from formal mechanisms e.g. tutor comments on
assignments, student self-review logs
- is rich in informal feedback e.g. peer review of draft writing,
collaborative project work, which provides students with a continuous flow of
feedback on "how they are doing"
- develops students' abilities to direct their own learning, evaluate their
own progress and attainments and support the learning of others
Biggs, J (1999) Teaching for quality learning at university
(Buckingham; SRHE & Open University Press)
Black, P. and William, D. (1998) "Assessment and classroom learning"
Assessment in Education 5 (1) 7-74
Falchikov, N. (2005)
Improving student assessment through student involvement
Hager, P., & Butler, J. (1996) Two models of educational assessment.
Assessment & Evaluation in Higher Education, 21(4), pp. 367-378
Knight & Yorke (2003) Assessment, learning and employability
(Maidenhead: SRHE & Open University Press)
Sambell, K & McDowell, L (1998) The construction of the hidden curriculum:
messages and meaning in the assessment of student learning, Assessment and
Evaluation in Higher Education, 23(4), 1998, pp.391-402
Sambell, K., McDowell, L. & Brown, S. (1997) "But is it fair?" an exploratory
study of student perceptions of the consequential validity of assessment
Studies in Educational Evaluation
23 (4), 1997 pp 349-371
CETL AfL: Northumbria
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