Shifting from assessment of learning to assessment for learning in postgraduate research.

Abstract

Postgraduate students are terminally assessed through research. Depending on whether the students undertake research as an assessment by mastery orientation or performance orientation will determine whether the process serves as an assessment for learning or assessment of learning. In this conceptual review, it is argued that students who use mastery orientation to research pursue deep learning. Research serves as an assessment for learning; while students engaged in research through performance orientation pursue surface learning, and the process serves as assessment of learning. It is recommended that institutional policies and faculty practices should promote research as an assessment for learning rather than assessment of learning through fostering deep learning through mastery orientation.