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Learning-Oriented Assessment: More than the chalkface

Research output: Contribution to journalConference paper

Original languageEnglish
Pages (from-to)85-106
Number of pages22
JournalEducational Linguistics
Volume41
DOIs
Accepted/In press2018
Published6 Feb 2020

King's Authors

Abstract

The idea of using assessment to promote learning has now gained powerful traction in education. However, a good deal of the relevant theoretical and research work tends to focus on the teaching-learning interface, paying particular attention to efficacious teacher and peer interaction that can enhance student learning. Relatively little attention has been paid to the importance of curricular provision and institutional facilities (cf. Norris 2016). In this chapter I will draw on the work of a case study exploring (a) the ways in which experienced university teachers try to develop and implement an assessment approach that they believe can promote student learning, and (b) students’ perceptions of and responses to assessment in relation to their own ideas of learning. Taking an interpretive phenomenological approach, I track the experiences and expressed views of the teachers and students of a Masters programme in English Language Teaching over a 24-month period. The overall aim for this chapter is to provide an ‘insider’ account of the ‘hinterland’ of assessment within an academic context, and to call for a broadening of perspective to take account of both conceptual and curricular issues situated within institutional contexts.

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