Learner-centered assessment

Meaningful learning does not occur simply by receiving information from someone else but rather, it is what the learner does with that information that leads to learning. They use that information to build on existing knowledge to construct new knowledge for themselves. This suggests that we need a learner-centered approach rather than a teacher-centered approach. A learner-centered approach means that teachers must help their students to become involved in their learning and to assume more responsibility for their learning. This in turn has implications for the way in which we assess learning. In a learner-centered approach to teaching, assessment must be seen as an integral part of teaching. "In other words, through assessment, we not only monitor learning, but we promote learning." (Huba & Freed, 2000, p. 8). Assessments that emphasise memorisation of information and the reliance on the conclusions of others do not encourage learners to think critically.

Continuous feedback is an important factor in the promotion of learning through assessment. "Improvement [in student learning] is best fostered when assessment entails a linked series of activities undertaken over time" (American Association for Higher Education Assessment Forum, 1996). Traditional methods such as final exams generally provide little information to students to enhance their learning. Continuous assessment also helps us understand under which conditions students learn best and as such we can improve the learning experiences to maximise learning. To improve learning, assessment should be more than a measure of the outcomes of learning but also an evaluation of the process of learning and the student experience along the way (AAHE Assessment Forum, 1996).

Is your assessment learner-centered?

• AAHE Assessment Forum: 9 Principles of good practice for assessing student learning. http://www.aahe.org/principl.htm. Accessed 16 May, 2001.
• Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon.

Previously published as Learner-centered assessment. (2001). Issues of Teaching and Learning, 7(5).