
Contents
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Introduction Introduction
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The Development of Assessment for Learning The Development of Assessment for Learning
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Using Assessment for Learning in Practice: Techniques and New Learning Environments Using Assessment for Learning in Practice: Techniques and New Learning Environments
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Assessment Techniques Assessment Techniques
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Assessment for Learning: Transformation through Learning Environments Assessment for Learning: Transformation through Learning Environments
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Assessment for Learning in Practice Assessment for Learning in Practice
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Authentic Assessment Authentic Assessment
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Balancing Summative and Formative Assessment Balancing Summative and Formative Assessment
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Creating Opportunities for Practice and Rehearsal Creating Opportunities for Practice and Rehearsal
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Designing Formal Feedback to Improve Learning Designing Formal Feedback to Improve Learning
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Designing Opportunities for Informal Feedback Designing Opportunities for Informal Feedback
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Developing Students as Self-Assessors and Effective Lifelong Learners Developing Students as Self-Assessors and Effective Lifelong Learners
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Examples of Practice Examples of Practice
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Conclusion Conclusion
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References References
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3 Assessment for Learning Environments: A Student-Centred Perspective
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Published:July 2014
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Abstract
Liz McDowell and Say Sambell focus on the importance of assessment for learning. Rather than simply adding new assessment techniques to existing entrenched practices that are seen to encourage learner dependence on their teachers and assign learners a passive role in the assessment and learning process, the authors argue that, to be successful, changes towards assessment for learning have to be more comprehensive, focusing on the entire learning environment. Based on their work at the Centre for Excellence in Assessment in Learning at Northumbria University, they introduce six elements of a productive and positive assessment for learning environment designed to intentionally foster student autonomy in learning and learning for the longer term.
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