Learning‐oriented assessment: principles and practice

By D. Carless, G. Joughin, Magdalena Mo Ching Mok. 2006

170 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e6568fa5029f06f0f7c0b96b9fb487c7e24bbc2f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Á. Sicilia-Camacho
2. V. López-Pastor
3. B. Crossouard
4. J. Pryor

Citations in the corpus

• Faculty and Students Conceptions of Assessment in Higher Education (2012, background): “Assessment in higher education performs multiple functions for varying purposes (Boud 1995; Carless et al. 2007).”
• A socio‐cultural theorisation of formative assessment (2008, background): “As a result, much teaching at whatever level still assumes a model of education as knowledge transmission and acquisition, with formative assessment conceptualised as a largely instrumental adjunct or a ‘quick fix’ to educational problems (Carless et al., 2006; Elwood, 2006).”
• Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “…we find a series of results that could serve as a basis for further progress (Biggs 1999; Brookhart 2011; Brown and Glasner 2000; Carless 2006; Carless, Joughin, and Liu 2006; Carless, Joughin, and Mok 2006; Falchikov 2005; López-Pastor 2009, 2011; Santos, Martínez, and López-Pastor 2009).”