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
[Article]
(doi:10.1080/02602938.2015.1018133)
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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: | 29 Nov 2022 22:01 |
| URI: | https://eprints.mdx.ac.uk/id/eprint/21395 |
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