Assessment Matters in Higher Education: Choosing and Using Diverse Approaches

By Sally Brown; Angela Glasner | Go to book overview

Part 4
Towards Autonomous Assessment

Assessment is usually about one group of people (teachers) making judgements about the performance or work of another group of people (students). It is an exercise of power. Perhaps one of the most significant shifts in thinking about assessment is the recognition of the need to be mindful about how that power is exercised. If it is exercised in a way which inhibits the individual from making judgements about their own performance or if it is exercised in a way which lessens the person's sense of self-worth then it is unlikely that learners will develop the ability to think for themselves, or to develop confidence in their ability to learn and in their ability to evaluate what they learn and who continue to learn when their college days are over. This illustrates an important element in thinking about assessment practices. It suggests we have to look critically at who is doing the assessing and to what purpose and ask ourselves in what ways the exercise of power and authority is appropriate. Broadening the range of assessors including students themselves presents both a response and a challenge in this context. Learning and assessment are traditionally seen as two quite distinct activities. The assumption has been that assessment follows learning. Assessment is something done to learners and to their learning. Students do some learning and then teachers do some assessing. Often the methods of teaching and learning are determined and decisions on the assessment strategy are made quite independently. In many forms of assessment, however, there is now the recognition that the method of assessment influences the learning in some way (Ramsden 1992).

Students are often required to spend a great deal of time in completing
major assessment tasks which culminate in a finished design, product or
performance. The processes and stages of development undertaken to
reach this end point are seen as producing powerful learning outcomes
before final formal assessments are made.

(Nightingale and Magin 1996: 173)

That students learn in and through completing an assessment task is increasingly being recognized. The development of self-assessment and peer

-157-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Assessment Matters in Higher Education: Choosing and Using Diverse Approaches
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 212

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.