Assessment as Opportunity to Learn: Significance, Aims and Forms of Higher Education Assessment

This article concentrates on aims as well as the arrangement of assessments based on the requirements created by modularised study programmes. Therefore the article argues that learning targets, learning methods and assessment methods need to be matched. Moreover, the adequate design of tests in learner-centred as well as teacher-centred learning arrangements is addressed. From the perspective of teaching in higher education we discuss the prospects given by concepts of peer-assessment and self-assessment in learner-centred settings, which are rarely or only rudimentarily used so far. Afterwards functions and aims of assessments are analysed in depth. Finally by means of exemplary learning arrangements the options assessments and feedback methods provide for strengthening opportunities to learn are highlighted.

07.06.2009 | Andreas Müller & Bernhard Schmidt (München)