Assessment for, as and of learning is an inclusive pedagogic approach to assessment that 1) utilises feedback to enable students to take ownership of their own learning journey, 2) harnesses assessment as a means of inspiring and facilitating deep, holistic learning, and 3) accurately and reliably enables the demonstration of key skills, knowledge, competences and the achievement of the intended Learning Outcomes. Assessment should be an active, iterative process in which students are encouraged to recognise the gap between their current level of knowledge and skills and what they want to achieve; and to develop the confidence and abilities to take action to close that gap.
Assessment for, as and of learning usually embeds the following attributes (QAA, 2022):
| Inclusive assessment... | |
| Embeds support | Academic and wellbeing support is integrated within teaching and assessment. It is easily accessible, dialogic, responsive, and considerate of individual student needs. |
| Develops assessment literacy | Students are actively engaged with assessment processes with a focus on clarifying learning outcomes and expectations. Students and staff share an understanding of the purposes, requirements and approaches of assessment. |
| Provides formative opportunities | Assessment is framed as a developmental process within which students engage in formative tasks and receive timely, relevant, and manageable feedback. Students feel safe to fail, knowing they will be supported to learn from the experience. |
| Communicates meaningfully | The assessment process is clear and transparent to all developed through a constructive dialogue between staff and students. Different levels, and modes, of communication are managed to ensure timely and accessible information. |
| Enables personalisation | Assessment is designed to facilitate ownership and flexibility in how students demonstrate learning outcomes. Students feel empowered to make informed choices over what, when, and how they are assessed where appropriate. |
| Fosters digital capabilities | Assessment design is alive to the opportunities of different technologies. It creates a culture in which students and staff can develop and extend their digital capabilities, facilitating learning and teaching in diverse contexts and environments. |
| Promotes authenticity | The assessment tasks are relevant to students’ subject areas, employment sectors and contexts of further study to which students will progress. The assessment culture encourages multi-modal and creative assessment design. |
| Assumes considerate policies and processes | The design of assessment policies and processes are informed by an awareness of student needs, understanding of external pressures, and insights into structural and societal barriers. |
| Requires continuous reflection | Assessment is continuously reviewed and critiqued, using feedback and discussions with students, staff and key stakeholders, to ensure ongoing enhancement of policies, practices and processes. |