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ERIC Number: EJ778151
Record Type: Journal
Publication Date: 2007-Nov
Pages: 14
Abstractor: Author
Reference Count: 23
ISSN: ISSN-0969-594X
Assessment "as" Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning
Torrance, Harry
Assessment in Education: Principles, Policy & Practice, v14 n3 p281-294 Nov 2007
The paper reports on the findings of a Learning and Skills Research Centre (LSRC) funded study investigating the impact of different modes and methods of assessment on achievement and progress in post-secondary education and training. Data were collected across Advanced-level academic and vocational preparation programmes in schools and colleges, work-based training, and adult education settings. The paper reports that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. It concludes that the practice of assessment has moved from assessment "of" learning, through assessment "for" learning, to assessment "as" learning, with assessment procedures and practices coming completely to dominate the learning experience and "criteria compliance" replacing "learning". (Contains 7 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Learning and Skills Development Agency, London (England). Learning and Skills Research Centre.; City and Guilds of London Inst. (England).
Authoring Institution: N/A
Identifiers - Location: United Kingdom