‘Assessment for learning’ over ‘assessment of learning’ :

Abstract

At higher education, students are terminally assessed through a research output that demonstrates their originality, creativity, innovativeness, and contribution to knowledge and problem solving in society. However, the research assessment process, unlike the traditional pencil-and-paper and other performance assessments which are thoroughly proctored by the examiner, is one that is loosely structured. Depending on whether the student engrosses in undertaking research as an assessment by mastery orientation or performance orientation or both will determine whether the research process serves as an assessment for learning rather than assessment of learning. In this chapter it is argued using a critical review of literature that postgraduate students who use mastery orientation in carrying out their research will pursue a deep learning of both the theoretical and practical demands of the research process, in which case what is learned is enduring. Hence research as a terminal assessment will serve as an assessment for learning. On the other hand, students engaged in research through performance orientation are likely to engage in surface learning; taking ethical shortcuts in the pursuit and just wanting the work done, presented, and passed. In this case, what is learned from the research process is not enduring, and hence the process serves as assessment of learning for a short while. It is recommended among others that institutional policies and faculty practices regarding research conduct should engender deep learning through mastery orientation as opposed to surface learning through performance orientation so as to foster research as an assessment for learning rather than assessment of learning. Keywords assessment of learning – assessment for learning – deep learning – surface learning – mastery orientation – performance orientation