Abstract:
Assessment in higher education is commonly held to contribute to feedback to students on their
learning and the certification of their achievement. This paper argues that this short-term focus
must be balanced against a longer-term emphasis for learning-oriented assessment to foster future
learning after graduation. The paper proposes that students need to become assessors within the
context of participation in practice, that is, the kinds of highly contextualised learning faced in life
and work. It discusses the kinds of practices that are needed to refocus assessment within higher
education courses to this end.
