Learning‐oriented assessment: conceptual bases and practical implications

By D. Carless. 2003

479 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7b81783ec044da0ed451f73d7ee9dab33ce52bef

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In Education

Citations in the corpus

Classroom Writing Assessment and Feedback in L2 School Contexts (2017, background): “The book calls for “learning-oriented assessment” (Carless, 2007, p. 57), which underscores “the crucial link between assessment, as carried out in the classroom, and learning and teaching” (Assessment Reform Group, 1999, p. 1).”
Does assessment for learning make a difference? The development of a questionnaire to explore the student response (2011, unknown): “New terms are being created to make clear these aspects of AfL in addition to formative assessment and feedback, for example ‘learning‐oriented assessment’ used by Carless ( 2007 ).”
Does continuous assessment in higher education support student learning? (2012, background): “Thus, continuous assessment can create an additional burden for academics who find the provision of effective feedback to students on continuous assessment demanding (Trotter 2006) and recognize that the feedback frequently makes little impact on learning (Crisp 2007).”
Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback (2012, background): “Whilst acknowledging the dominance of the terminal assessment paradigm, the authors seek to place greater emphasis on assessment for learning as advocated by Carless (2007) and Black, Harrison and Lee (2003).”
Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “…(AFL) and ‘learning-orientated assessment’ (LOA) are being increasingly used either interchangeably with the term formative assessment or to encompass it as part of an overarching strategy to encourage student development (Carless 2007; Ecclestone and Pryor 2003; Harlen 2006; McDowell et al. 2006).”
Investigating the capacity of self and peer assessment activities to engage students and promote learning (2010, background): “Its three main elements (Black and Wiliam 1998, Carless 2007) are: 1.”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “Lessons learned from research on formative and shared assessment Over the last few decades, conceptual models have highlighted key elements of formative assessment (Black and Wiliam 1998; Carless 2006, 2007; Nicol and Macfarlane-Dick 2006; Sadler 1983; Torrance and Pryor 1998; Yorke 2003).”
Self‐assessment in higher education: experience in using a metacognitive approach in five case studies (2006, background): “The notion of learning-oriented assessment (Carless, 2003) is that assessment is an integral part of learning with the purpose to providing feedback for learning.”
Assessment for learning: a catalyst for student self-regulation (2017, background): “…body of evidence that the strategies associated with AfL (James and Pedder 2006; Klenowski 2009; wiliam 2011) and learning-oriented assessment (Carless 2007, 2015) can be successfully enacted across a range of disciplines and contexts, with a view to supporting and furthering students’…”
Exploring learning-oriented assessment processes (2014, background): “Learning-oriented assessment has hitherto attracted some modest attention in the literature (Carless 2007; Hernandez 2012), but has not yet been conceptualized or explored in detail.”
Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015, background): “Flexible assessment is, in short, changing assessment practices to be more learner-centred and directed, and also to be more about ‘learning-oriented assessment’ (Carless, 2007) where assessment as learning and for learning not just of learning is part of the assessment process.”