HomeAnnotated BibliographiesAssessment Learning‐Oriented Assessment: Conceptual Bases and Practical Implications Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Carless, David. 2007. "Learning‐Oriented Assessment: Conceptual Bases and Practical Implications." Innovations in Education and Teaching International 44: 57-66.About this Journal Article:The learning-oriented assessment project worked to develop and promote assessment practices that promote student learning. In learning-oriented assessment, formative and summative assessment combine and treat assessment tasks as learning tasks; promote student involvement in assessment; and utilize closed feedback loops. Barriers include accountability and distrust and need to be addressed while promoting learning-oriented assessment. [Annotation contributed by Aaron Trocki]
