Assessment IS learning: developing a student-centred approach for assessment in Higher Education.

Area of Science:

• Educational Psychology
• Higher Education Pedagogy

Background:

• Traditional summative assessment is evolving towards formative approaches.
• There's a growing recognition of assessment's integral role in the learning process.
• Assessment is increasingly viewed as a tool for fostering self-regulated learning and learner independence.

Purpose of the Study:

• To explore how assessment and feedback practices can enhance student learning and development.
• To examine the potential of assessment to empower students by centering skill and personal development.
• To apply the 'Equity, Agency, Transparency' (EAT) framework to analyze effective assessment strategies.

Main Methods:

• Literature review focusing on assessment and feedback in Higher Education.
• Analysis of assessment practices through the lens of the EAT framework.
• Identification of strategies for making assessment more inclusive, meaningful, and authentic.

Main Results:

• Meaningful, engaging, and student-focused assessments are key to supporting learning.
• Assessment design that prioritizes student skills and personal development can empower learners.
• The EAT framework provides a valuable structure for evaluating and improving assessment and feedback.

Conclusions:

• Assessment is not merely a measure but an active component of learning.
• Effective assessment practices should be equitable, promote agency, and be transparent.
• Reforming assessment and feedback can lead to more inclusive and authentic learning experiences.