HomeAnnotated BibliographiesAssessment Reframing Assessment Research: Through a Practice Perspective 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:Boud, David, Phillip Dawson, Margaret Bearman, Sue Bennett, Gordon Joughin, and Elizabeth Molloy. 2018. "Reframing Assessment Research: Through a Practice Perspective." Studies in Higher Education 43 (7): 1107-1118. https://doi.org/10.1080/03075079.2016.1202913.About this Journal Article:In higher education, the measurement perspective of assessment has historically been assumed and used to guide practice. The authors advocate for a new practice perspective of assessment that extends ideas from practice theory. Benefits of this practice perspective include infusing assessment into teaching and learning as opposed to separating assessment from teaching and learning. The recommendation of assessments for learning can work to reposition assessment within teaching and learning practices. [Annotation contributed by Aaron Trocki]
