Rethinking Assessment in Higher Education : Learning for the Longer Term book cover
1st Edition

Rethinking Assessment in Higher Education
Learning for the Longer Term

ISBN 9780415397780
Published April 19, 2007 by Routledge
224 Pages

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Book Description

Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study.

This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners.

Table of Contents


Part 1. Setting the scene

Chapter 1.

Assessment for the longer term. 6

David Boud and Nancy Falchikov

Chapter 2.

Reframing assessment as if learning was important. 25

David Boud

Part 2. The context of assessment

Chapter 3

Assessment in higher education: an impossible mission? 47

Ron Barnett

Chapter 4

Learning assessment: students’ experiences in post-school qualifications 69

Kathryn Ecclestone

Part 3. Themes

Chapter 5

Contradictions of assessment for learning in institutions of higher learning 95

Steinar Kvale

Chapter 6

Grading, classifying and future learning 118

Peter Knight

Chapter 7

Assessment engineering: breaking down barriers between teaching and learning, and assessment. 143

Filip Dochy, Mien Segers, David Gijbels and Katrien Struyven

Chapter 8

Rethinking feedback and assessment-for-learning 167

Dai Hounsell

Chapter 9

Conceptions of self-assessment: what is needed for long term learning? 188

Kelvin Tan

Chapter 10

The place of peers in assessment 212

Nancy Falchikov

Chapter 11

Assessment and emotion: the impact of being assessed 242

Nancy Falchikov and David Boud

Part 4. The practice of assessment


Chapter 12

Writing about practice for future learning 264

Peter Kandelbinder

Chapter 13

The contribution of sustainable assessment to teachers’ continuing professional development 277

Margaret Kirkwood

Chapter 14

Developing assessment for informing judgement 299

David Boud and Nancy Falchikov

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David Boud is Professor of Adult Education in the Faculty of Education, University of Technology, Sydney. He has been Foundation Director of the Professional Development Centre, University of New South Wales and President of the Higher Education Research and Development Society of Australasia. He has written widely on teaching, learning and assessment in higher and professional education and workplace learning.

Nancy Falchikov is a psychologist by training and uses her discipline to help improve teaching and learning. She has taught in higher education for many years, and has conducted research into student involvement in assessment and peer learning. She has written widely on these subjects and is author of two books, Learning Together: Peer Tutoring in Higher Education and Improving Assessment through Student Involvement, both published by RoutledgeFalmer. She is presently a Research Fellow at the University of Edinburgh and Honorary Associate in the Faculty of Education at the University of Technology, Sydney.