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Article: Learning-oriented assessment: Conceptual bases and practical implications

TitleLearning-oriented assessment: Conceptual bases and practical implications
Authors
Carless, D
KeywordsEducation
Teaching methods and curriculum computers
Computer assisted instruction
Issue Date2007
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.asp
Citation
Innovations In Education And Teaching International, 2007, v. 44 n. 1, p. 57-66 How to Cite?
DOI: http://dx.doi.org/10.1080/14703290601081332
AbstractThis paper focuses on the potential of the learning aspects of assessment. The term 'learning-oriented assessment' is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer- or self-evaluators; and feedback as feedforward. I also indicate how learning-oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implications for practice are discussed through a focus on how learning-oriented assessment can be implemented at the module level. © 2007 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/54276
ISSN
1470-3297
2023 Impact Factor: 1.9
2023 SCImago Journal Rankings: 0.734
ISI Accession Number ID
WOS:000244927700006
References
References in Scopus

 

DC FieldValueLanguage
dc.contributor.authorCarless, Den_HK
dc.date.accessioned2009-04-03T07:41:54Z-
dc.date.available2009-04-03T07:41:54Z-
dc.date.issued2007en_HK
dc.identifier.citationInnovations In Education And Teaching International, 2007, v. 44 n. 1, p. 57-66en_HK
dc.identifier.issn1470-3297en_HK
dc.identifier.urihttp://hdl.handle.net/10722/54276-
dc.description.abstractThis paper focuses on the potential of the learning aspects of assessment. The term 'learning-oriented assessment' is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer- or self-evaluators; and feedback as feedforward. I also indicate how learning-oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implications for practice are discussed through a focus on how learning-oriented assessment can be implemented at the module level. © 2007 Taylor & Francis.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/14703297.aspen_HK
dc.relation.ispartofInnovations in Education and Teaching Internationalen_HK
dc.subjectEducationen_HK
dc.subjectTeaching methods and curriculum computersen_HK
dc.subjectComputer assisted instructionen_HK
dc.titleLearning-oriented assessment: Conceptual bases and practical implicationsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1470-3297&volume=44&issue=1&spage=57&epage=66&date=2007&atitle=Learning-oriented+assessment:+conceptual+bases+and+practical+implicationsen_HK
dc.identifier.emailCarless, D: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, D=rp00889en_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1080/14703290601081332en_HK
dc.identifier.scopuseid_2-s2.0-33847169537en_HK
dc.identifier.hkuros127595-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33847169537&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume44en_HK
dc.identifier.issue1en_HK
dc.identifier.spage57en_HK
dc.identifier.epage66en_HK
dc.identifier.isiWOS:000244927700006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridCarless, D=13006149700en_HK
dc.identifier.issnl1470-3297-

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