Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.
This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).
Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.
Chapter 1 Assessment-as-Learning in the Global Assessment Reforms
Zi Yan and Lan Yang
Part I Revisiting Assessment-as-Learning from New Perspectives
Chapter 2 Conceptualising Assessment-as-Learning
Zi Yan and David Boud
Chapter 3 Assessment-as-Learning for the Development of Students’ Evaluative Judgement
David Boud
Chapter 4 Assessments Cause and Contribute to Learning: If Only We Let Them
Gavin T. L. Brown
Chapter 5 The Role of Feedback Orientation in Converting External Feedback to Learning Opportunities for Implementing Assessment-as-Learning in the Context of Feedback
Lan Yang
Part II Meeting the Challenge of Implementation
Chapter 6 Interplay between Students’ Perceived Utility, Accountability, Self-Efficacy and Social Awareness when Engaged with Peer Feedback: A Qualitative Interpretation
Min Yang, Lan Yang and Baoru Song
Chapter 7 Designing Nested Tasks to Facilitate Students’ Mega-Cognitive Development: Assessment-as-Learning Practice from Two Award-Winning University Teachers
Jing Wang and Yueting Xu
Chapter 8 Dancing with Chains: How Does Assessment-as-Learning Fit in China?
Hongling Lao and Zi Yan
Chapter 9 Fostering Student Evaluative Judgement through Assessment-as-Learning in Tertiary English Language Classroom
Yangyu Xiao and Jiahe Gu
Chapter 10 The Conceptualisation of Student Self-Assessment Literacy: A Case Study of Chinese Undergraduates
Wuyuan Guo, Yichao Huang and Zi Yan
Chapter 11 Assessment-as-Learning through the Lens of Self-Regulated Learning: The Role of Normative Competence
Ser Hong Tan, Gregory Arief D. Liem and Joyce S. Pang
Chapter 12 Involved and Autonomy-Supportive Teachers Make Reflective Students: Linking Need-Supportive Teacher Practices to Student Self-Assessment Practices
Norman B. Mendoza and Zi Yan
Chapter 13 Changing External Feedback to Learning Opportunities: A Study on Filipino University Students’ Feedback Orientation
Cherry E. Frondozo and Lan Yang
Chapter 14 Harnessing the Learning Potential of Feedback: Dedicated Improvement and Reflection Time (DIRT) in Classroom Practice
Naomi E. Winstone and Neil T. Winstone
Chapter 15 Synchronous Self-Assessment: Assessment from the Other Side of the Mirror
Ana Remesal
Chapter 16 Supporting Quality of Learning by Letting Students Give their Own Grades – An Innovative Self-Assessment Model in University Mathematics
Jokke Häsä, Johanna Rämö and Juuso Henrik Nieminen
Chapter 17 Supporting Students to Use Assessment-as-Learning
Beverley Booth, Mary F. Hill and Helen Dixon
Chapter 18 The Reciprocal Nature of Assessment-as-Learning and Feedback Literacy: Case Studies from Higher Education in Australia
Joanna Tai, Christine Contessotto, Janine McBurnie, Kelli Nicola-Richmond and Petra Brown
Biography
Zi Yan is Associate Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. He is also the Co-Director of the Centre for Excellence in Learning and Teaching (CELT) and Associate Director of the Assessment Research Centre (ARC). His main publications and research interests focus on two related areas, i.e., educational assessment in the school and higher education contexts with an emphasis on student self-assessment; and Rasch measurement, in particular its application in educational and psychological research. He is currently leading the Key Research Area on Assessment Research To Improve Student-learning and Teaching (ARTIST) (https://www.eduhk.hk/artist) at the Education University of Hong Kong.
Lan Yang is Assistant Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD degree from the University of Hong Kong in 2012 on examining the effects of performance feedback and a combination of performance and attributional feedback on enhancing Chinese students’ academic self-concept and academic achievement. She was the recipient of the Global SELF Research Network Highly Commended PhD Award (2013) based on her PhD research. Her research focuses on harnessing the power of formative assessment from the perspective of psychology including a range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Yang has been established under the KRA (https://www.eduhk.hk/artist), the Education University of Hong Kong.
