Learning-oriented Assessment: Beyond a Marriage of Convenience

This paper aims at examining the effectiveness of students’ learning when they are involved in self- and peer-assessment practices as part of a final-year module in Hispanic Studies at University College Dublin. The two research questions that arose are as follows:
1) In what way can learners be involved in the development of criteria to be adopted for selfand peer assessment purposes?
2) What is the impact of that involvement in their learning? Birenbaum (1996) states that in the new assessment culture learners are active participants who share responsibility with the teacher in the assessment process. In the light of research literature on self- and peer-assessment practices, a case study was conducted on a final-year undergraduate class (N=20) who entered the module having being exposed to traditional methods of assessment, mainly essay writing and end-of-year written exam papers. Innovative assessment practices were integrated into the teaching and learning process.
The first part of this paper describes how learners were involved in the development of assessment criteria to be adopted in the assessment of their work and in that of their peers. It is followed by an analysis of the impact that such experience had on students’ learning, based on the learners’ reflections about the process and on a short survey conducted at the end of the module. The findings of the study indicate that such approach to teaching and assessment had a positive impact on students' learning. Benefits arising from integrating assessment into learning include the development of students’ ownership of their learning through assessment and a better understanding of the features of different written texts. Some possible shortcomings are also identified. Finally, the pedagogical implications that learning-oriented assessment entails for the teaching of foreign languages to university students are also outlined.