Conceptualizing Assessment-as-learning
While the idea behind assessment as learning (AaL) is rather simple–assessment that generates learning opportunities for students–there is surprisingly a good deal of confusion about how it differs from assessment of and for learning. This clear and concise chapter provides a shared language for understanding AaL, a deeper appreciation for the purpose of assessment, and a framework to make informed decision about assessment design and implementation.
Despite the frequent use of the term assessment-as-learning in research and practice, there is a lack of consensus about its definition and unique characteristics that differentiate it from other assessment approaches. Such a vague conceptualisation is a constraint for communication and advancement of research in this field. This chapter first reviews the attempts to conceptualise assessment-as-learning in higher education and school education, and then proposes a new definition of assessment-as-learning, drawing insights from both sectors, as well as the associated implications. Then, the concept of assessment-as-learning is contrasted with and distinguished from other relevant concepts, such as assessment-for-learning, self and peer assessment, sustainable assessment, and self-regulated learning. Finally, the critique of assessment-as-learning as encouraging instrumentalism is analysed and discussed.