Sustainable assessment revisited

Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 and Soler, Rebeca (2016) Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41 (3). pp. 400-413. ISSN 0260-2938

[img]
Preview
PDF - Final accepted version (with author's formatting)
Download (253kB) | Preview

Abstract

Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
Item ID: 21395
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 09/03/2015, available online: http://www.tandfonline.com/10.1080/02602938.2015.1018133
Useful Links:
Depositing User: Louis Van Baelen
Date Deposited: 22 Feb 2017 14:41
Last Modified: 19 Jul 2019 06:29
URI: https://eprints.mdx.ac.uk/id/eprint/21395

Actions (login required)

Edit Item Edit Item

Full text downloads (NB count will be zero if no full text documents are attached to the record)

Downloads per month over the past year