2006/05/16 by David Boud, Nancy Falchikov · 1 citation
Social Sciences · #Higher Education Learning Practices #Reflective Practices in Education #Student Assessment and Feedback
paper · doi:10.1080/02602930600679050
openalex publication_date 2006/05/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end.