Reframing assessment as if learning were important

By David Boud. 2007

277 citations recorded by the source corpus.

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In Education

Citations in the corpus

Promoting teacher reflection: what is said to be done (2011, background): “The practice of reflection is said to scaffold critical thinking (Korthagen 2004), provide a source of knowledge construction in teaching (Conway 2001), and promote self-regulation in teachers (Singh 2008; Boud 2007).”
Feedback on feedback practice: perceptions of students and academics (2017, background): “education (Boud 2007), these are positioned within formative rather than summative feedback.”
Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “If we take Sadler’s suggestion that summative assessment is largely for the purpose of summarising the achievement of a student, an essentially passive process that does not have any immediate impact upon learning (Sadler 1989), then today, with increasing numbers of first-year undergraduates findin”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “In Rethinking Assessment in Higher Education, Boud (2007) sought to develop an inclusive view of student assessment, locating it as a practice at the disposal of both teachers and learners rather than simply an act of teachers.”
Integrative assessment: reframing assessment practice for current and future learning (2012, unknown): “Current ideas on assessment in higher education Boud (2007) has recently proposed reframing assessment as if learning was its primary purpose; this reframing would include a requirement that students are able to make judgements about their own learning and to use those judgements to influence their…”
Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback (2016, background): “According to Boud (2007), ‘feedback should be provided quickly enough to be useful to students and should be given both often enough and in enough detail’ (p. 97).”
Sustainable assessment revisited (2016, background): “Boud (2007) and Boud and Falchikov (2007) recognised that conventional views of assessment were inhibiting to the notion of sustainability as they placed emphasis in assessment on learners necessarily having to respond to prompts from others – teachers, assessors, etc. which lowered expectations of…”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, methodology): “Consideration will be given to the key drivers for change in the UK as identified by the Burgess Report (Universities UK 2007), the inhibitory role on change of the dominant discourse (Boud 2007; Price et al. 2008) that is reflective of the testing culture (Gipps 1994), and future directions for dev”
The feedback triangle and the enhancement of dialogic feedback processes (2013, background): “Disciplinary cultures generally entail an imbalanced teacher student power relationship which can impede students from becoming active agents in the feedback process (Boud 2007; Hyatt 2005).”
From monologue to dialogue: improving written feedback processes in mass higher education (2010, background): “A different line of research questions the way in which the feedback process is conceptualised and the role of the student in that process (Boud 2007; Elwood and Klenowski 2002; Nicol and Macfarlane-Dick 2006; Sadler 1998).”
Rethinking feedback practices in higher education: a peer review perspective (2014, unknown): “This state of affairs has in recent years stimulated scholars and researchers to re-examine feedback in higher education, both in terms of how it is conceptualised and how that translates into actual classroom practices (Boud 2007; Nicol 2010; Sadler 2010).”