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Learning-oriented assessment in Higher Education: conditions and strategies for its application to u

DOI

10.22550/2174-0909.3524

Abstract

The European Higher Education Area stresses the importance of a learning-oriented teaching, which implies a change in assessment practices in order they become moreinvolved in the optimisation of learning, and not merely marking-oriented. Some approaches in the international context claims for a learning-oriented assessment and point out that three conditions have to be met: 1) assessment tasks must also be learning task; 2) feedback must be provided to students in order to guide their future learning; and 3) students must take part in the evaluation of their own work. This article analyzes these three conditions and their implications in the use of different learning assessment techniques in Higher Education.

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Creative Commons Attribution-NonCommercial 4.0 International License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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