Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1

By Harry Torrance. 2007

465 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/ca5c833ce7a11b685fa013af828f8e46d72b075d

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In Education

1. Ernesto Panadero
2. A. Jonsson
3. Phillip Dawson
4. R. Pardo
5. J. Fraile
6. S. Brookhart
7. Ricky Lam
8. A. Hume

Citations in the corpus

• Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “…may turn into ‘criteria compliance’ rather than active engagement in learning development if those practices are simply mechanically carried out to help students pass the course or achieve awards in the academic writing contexts and post-compulsory education (Richardson 2000; Torrance 2007, 282).”
• Assessment rubrics: towards clearer and more replicable design, research and practice (2017, background): “There has been substantial debate around the sharing of criteria and rubrics with students (e.g. Torrance 2007).”
• Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Torrance (2007) states that assessment for learning has become so technical in some institutions that, ‘in a very real sense we have moved from “assessment of learning” through “assessment for learning” to “assessment as learning”, for both learners and tutors alike, with assessment procedures and…”
• Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, background): “Furthermore, one of the main criticisms of rubrics is that they can promote instrumentalism which leads to shallow approaches to learning (Torrance, 2007).”
• The quality and effectiveness of descriptive rubrics (2015, background): “Other authors have made this point (Jonsson 2010; Panadero, Tapia, and Huertas 2012; Torrance 2007).”
• Assessment of learning, for learning, and as learning: New Zealand case studies (2009, background): “Torrance (2007b) believes these practices reveal a conceptual change occurring amongst the teaching community where assessment for learning has become assessment as learning.”
• Investigating the capacity of self and peer assessment activities to engage students and promote learning (2010, background): “Recently, momentum has grown for assessment to change from ‘assessment of learning’ to ‘assessment for learning’ (Torrance 2007 ).”
• The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “However, this is also the very effect of rubrics that is criticized by some authors, for instance by arguing that transparency encourages instrumentalism (e.g. Torrance, 2007).”
• Getting to the heart of authentic Assessment for Learning (2011, unknown): “He uses these conditions in contrast to what Harry Torrance refers to as ‘criteria compliance’ (Torrance 2007 , 282), seen in the atomistic assessment of highly specified tasks completed with the aid of strongly supportive coaching, repeated practice and redrafting, leading questions and the direct”