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 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]
