Abstract
A definition of assessment for learning (AfL) is provided. From a synthesis of relevant literature, I outline four main AfL strategies: productive assessment task design, effective feedback processes, the development of student understanding of quality and activities where students make judgments. I explore the notion of scaling up in relation to spread, depth, sustainability and shifts in ownership. Then I present a rationale for the scaling up of AfL following from dissatisfaction with current practices and persuasive research evidence on practices congruent with AfL. I relate the notion of scaling up to the geographical spread of AfL research activity, its somewhat modest impact on university assessment policies and in relation to the expansion of feedback research. I then consider what conditions might facilitate deeper and broader implementation of AfL, including the role of quality assurance, the importance of leadership and incentives, the development of assessment literacy through professional development activities and the potential of technology to act as a lever for enabling AfL strategies.
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Carless, D. (2017). Scaling Up Assessment for Learning: Progress and Prospects. In: Carless, D., Bridges, S., Chan, C., Glofcheski, R. (eds) Scaling up Assessment for Learning in Higher Education. The Enabling Power of Assessment, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-10-3045-1_1
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