Using Assessment for Learning and Learning from Assessment

By Maddalena Taras. 2002

354 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/381188f1927958ead623deee6964080f0087f243

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In Education

Citations in the corpus

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “Also, Taras (2001, 2002, 2003) has carried out a number of studies on student self-assessment in higher education which have shown positive benefits.”
Goals of peer assessment and their associated quality concepts (2011, background): “The first sub‐goal is the well‐known ‘assessment for learning’ (Taras 2002 ), also referred to as learning‐oriented assessment (Carless, Joughin, and Mok 2006 ) or formative assessment (Black and Wiliam 1998 ).”
Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015, background): “We need to rethink assessment practices to make them more flexible and personalised through a stronger emphasis on assessment for learning and assessment as learning than assessment of learning (Keamy et al., 2007; Taras, 2002).”
Staff student partnership in assessment: enhancing assessment literacy through democratic practices (2017, background): “Here, assessment is viewed not only as a way of measuring learning that has taken place, but also as an opportunity to engage students in further learning (Carless 2015; Sainsbury and Walker 2008; Sambell, McDowell, and Montgomery 2012; Taras 2002).”
To Feedback or Not to Feedback in Student Self-assessment (2003, background): “…features: firstly, minimal (i.e. according to the learning needs of the student), integrated tutor feedback, and secondly, tutor feedback and SSA takes place before students are provided with a grade (see Taras, 1999, 2001, 2002, 2003, for a detailed analysis of both the process and the rationale).”
Fast and effective feedback: are model answers the answer? (2007, background): “Taras (2002) provides a useful summary of the three general conditions necessary for effective feedback.”
Shepherding the crowd yields better work (2012, background): “Self-assessment rubrics capture domain knowledge Self-assessment activities can help students reflect, learn skills, become more autonomous, and more clearly draw connections between learning goals and evaluation criteria [7,27,31].”
Involving Students in Assessment (2004, background): “It seems to be the case, as Taras (2002) argued, that we are sending out the wrong message to students.”
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, background): “Receiving feedback from peers helps students to identify and understand their errors prior to assessment (Taras 2002), to develop objectivity in relation to standards (Nicol and MacFarlaneDick 2005), and to monitor their own work process and progress (Butler and Winne 1995).”
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, neutral): “Of course, the result in this group is in line with studies in which the role of feedback in self-assessment is emphasised (e.g. Boston 2002; Taras 2001, 2002, 2003, cited in Oscarson 2009).”
Student self-assessment: processes and consequences (2010, methodology): “Theories of formative assessment support the mandatory use of self-assessment (Sadler 1989 ; Taras 2002 , 2005 ), as does extensive empirical research across sectors and age ranges which signals the importance of self-assessment to support student learning (Black and Wiliam 1998 ; Boud 1995”