Learning‐oriented assessment: conceptual bases and practical implications

This paper focuses on the potential of the learning aspects of assessment. The term ‘learning‐oriented assessment’ is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer‐ or self‐evaluators; and feedback as feedforward. I also indicate how learning‐oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implications for practice are discussed through a focus on how learning‐oriented assessment can be implemented at the module level.