Associations between assessment and learning are widely studied and often organized
around the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and …

This paper covers six interrelated issues in formative assessment (aka,'assessment for
learning'). The issues concern the definition of formative assessment, the claims commonly …

Teachers' capabilities to conduct classroom assessment and use assessment evidence are
central to quality assessment practice, traditionally conceptualised as assessment literacy. In …

Online and blended learning have become common educational strategy in higher
education. Lecturers have to re‑theorise certain basic concerns of teaching, learning and …

Assessment is critical in postsecondary education, as it is at all levels. Assessments are
classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in …

Research evidence indicates that formative assessment is one of the most effective ways of
enhancing student learning. It is, however, difficult to implement successfully, principally …

The theory and practice of formative assessment seems to be at a crossroads, even an
impasse. Different theoretical justifications for the development of formative assessment, and …

When assessment tasks are set for students in universities and colleges, a common practice
is to advise them of the criteria that will be used for grading their responses. Various …

School pupils learning how to learn (LHTL), aimed at helping them develop learning
autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is …

Group work assessment is often described by teachers as complex and challenging, with
individual assessment and fair assessment emerging as dilemmas. The aim of this literature …