Assessments as opportunity to learn - presentation and verification of a conceptual framework

In the course of the Bologna reform assessments at universities have gained increasing recognition. However the underlying learning potential obtained through this new emphasis on assessment has not been addressed sufficiently so far. This paper presents an extended assessment- and feedback-cycle that focuses expli-citly on the developmental function of the pre- and postprocessing of assessments in learner-centred courses. Therefore a qualitative feedback of a lecturer is supple-mented by a quantitative peer-evaluation and an instrument for self-evaluation of the current speaker. A first analysis regarding the effort of the implementation, the quality of the utilized instruments and the appraisal by the students justifies the implementation in the context of courses at universities.

10.05.2011 | Andreas Müller (München)