Aligning assessment with long‐term learning

By David Boud, N. Falchikov. 2006

1,219 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0f1c89e890a5939362c1237f9a31a70a33aac3f2

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In Education

Citations in the corpus

Influences on the assessment of graduate attributes in higher education (2010, background): “the extent to which students are actively involved in ways that foster the metacognitive abilities associated with lifelong learning (Boud and Falchikov 2006 ).”
Examining the nature and effects of feedback dialogue (2018, background): “There is significant support for the notion that building lifelong learning capabilities should be a key function of higher education (Boud and Falchikov 2006).”
Goals of peer assessment and their associated quality concepts (2011, background): “Boud and Falchikov ( 2006 ) give the following example of these ‘new assessment traps’.”
A scholarly approach to solving the feedback dilemma in practice (2016, background): “Additionally, in a more employment-focused higher education context, Boud and Falchikov (2006) posit that the ability to assess one’s own work and the work of others is a key graduate attribute and employability skill.”
The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns (2014, background): “Given the ‘triple duties’ of assessment (Boud 2000; Boud and Falchichov 2006; Carless 2007, 57), there are compelling reasons to refocus attention on assessment and feedback at the programme level.”
Integrative assessment: reframing assessment practice for current and future learning (2012, neutral): “Boud and Falchikov (2006) have also proposed a broader conception of assessment that would include tasks that allow students to be assessors of their own learning and so be able to judge when they are producing work of an appropriate standard, especially in authentic learning environments such as…”
In search for the most informative data for feedback generation: Learning analytics in a data-rich context (2015, methodology): “However, assessment data is typically delayed data (Boud & Falchikov, 2006; Whitelock et al., 2014; Wolff et al., 2013), not available before midterm, or as in our case, the third week of the course.”
An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship (2015, background): “…when all learning is done for a grade, and there must be some doubt that students are fully prepared for life after graduation if they have not had sufficient opportunity, for example, to read for a subject or take responsibility for their own educational interests (Boud and Falchikov 2006).”
La evaluación entre iguales : beneficios y estrategias para su práctica en la universidad (2012, background): “…de reflexión y cambio evaluativo, se está potenciando desde algunos ámbitos académicos e investigadores la denominada evaluación orientada al aprendizaje, término que aparece acuñado inicialmente por Carless (2003) y que es reivindicado por autores como Boud y Falchikov (2006), Keppell et ál.”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “A student who always expects teachers to present a judgment will develop to a lesser extent a self-assessment orientation (Boud and Falchikov, 2006).”
Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “Additionally, redirecting student attention to learning writing (e.g. self-assessment) rather than test performance would be a goal in any portfolio-based classrooms where AaL can be made sustainable in supporting learning (Belgrade 2013; Boud and Falchikov 2006).”
Authentic assessment: creating a blueprint for course design (2018, background): “Thus, students can identify areas that need improvement and see changes over time, developing a growing understanding of acceptable standards of performance (Sadler 1989, 2005; Boud and Falchikov 2006).”
Sustainable assessment revisited (2016, background): “…be located in particular activities or which is independent of the context of learning’ and that ‘it will need to be continually reinvented and reconceptualised by teachers and learners over time’ (Boud 2000, 163), and this theme was developed in later works (Boud 2009; Boud and Falchikov 2006).”