# data[].attributes.body
Assessment affects students ability to self-assess when they go into the workplace.

# data[].attributes.body
Not all members of the group think that assessment as learning  should be named separately (integral to assessment for)
- assessment as learning should be happening right across the education com

# data[].attributes.body
Choice of assessment methods reflect various enables, barriers and values.
Institutional culture has strong impact on assessment methods chosen and quality of assessment.
Should start with as and develop an appropriate culture.
Work from as back to of rather than the reverse?

# data[].attributes.body
Formative
Process
During
practice for learning and improvement
teachers need to let students know that they are engaging in formative learning exercises
Assessment for learning is integral o assessment as learning: NOT SEPARATE

# data[].attributes.body
Need to consider both individuals AND the assessment ecosystem.
Different assessment types lend themselves more/less to individual/holistic impact and involvement

# data[].attributes.body
Pre and post assessment
Objective

# data[].attributes.body
where is creativity ?

# data[].attributes.body
meta-cognition, negotiation, awareness of assessment

# data[].attributes.body
There is the notion of going from independent to autonomous through the different assessment types.
Also different communication types and pathways for different assessment types.
Moving from the what of learning (of) to the how of learning (for) but unsure about how the as is represented on such a spectrum.
Agency is at the core - student gains more agency in for and as.
As may be the culmination and the output of the spectrum.
Need to get away from such clunky language.
There is a deepening of learning as move from one to the other.

# data[].attributes.body
sense-making process by students; them gaining understanding through the practice in a way that it real for them and that they can talk to an employer about; related to the students' understanding of the key principles of the subject; intrinsic motivation has a role here; deals with formative learning; it is aspirational- does not happen a lot at the moment- this is the least thought about but the most important; it is about how the student makes sense of the feedback;  the students can be allowed to devise part of their own assessment - give them some ownership; it underpins the other two levels; at a programme level, modularisation makes that difficult - builds walls between content development - how do you make explicit links between modules?  'Teaching in a bubble' on our own modules; student and staff perception - if you do not formally assess it, it does not matter; skews management and employer views on what has priorities on a programme - this can be influence what is considered important; Staff see assessment as a necessary evil; challenging to keep it manageable to assess for different learning styles; need effective and non-stressful strategies for large group assessment.

# data[].attributes.body
Lifelong learners in networked participatory culture.
Autonomy.
Shared responsibility.

# data[].attributes.body
two way process with students and teachers involved
students as co-developers of assessment
objectifying assessment

# data[].attributes.headline
HE is a mass experience with individual needs ... challenge of individual and frequentfeedback 

# data[].attributes.subject
HE is a mass experience with individual needs ... challenge of individual and frequentfeedback 

# data[].attributes.body
self-monitoring / self-assessment
any assessment a learner can use to aid the process of learning and decision-making, it can be formative or/and summative
feedback - helping students
emotional level - empowerment associated with this

# data[].attributes.body
Building confidence of both staff and students.
Formative feedback.
Scaffolding at the appropriate times.
Informs teaching and informs learning.

# data[].attributes.body
feedback to the student and to the lecturer;
advancing knowledge & understanding;
any process to aid decision-making where learning is ongoing;
similar to formative assessment.

involves dialogue

# data[].attributes.body
these boxes may not divide easily - there are in-between ideas

# data[].attributes.body
partially adopted by third level; working with the student to see where they are coming from; formative, dynamic; does not exist at secondary school level and thus not fully understood by students at third level; problematic for students- why are we doing this? - giving feedback on the process rather than the end product - students can struggle with this; interesting example from architecture about giving marks and feedback part-way through a project; ability to apply data; feedback to both student and teacher on progress; is what I am doing as a teacher effective? where do you need t go and how I can help you?; mutual agreement on where the student is going; directly intertwined with teaching; it can be viewed as a teaching strategy.

# data[].attributes.body
Measurement of an output to a particular standard.

# data[].attributes.headline
establishes a reference (where they are at) in their learning

# data[].attributes.subject
establishes a reference (where they are at) in their learning

# data[].attributes.body
its a dialogue process
its a process

# data[].attributes.body
this makes it very hard to change
this form of assessment drives the others

# data[].attributes.body
characteristics:
learning outcomes
summative
graded
certification / qa
decision making

it's emotional
any assessment conducted at the end of a learning process to aid decision-making

# data[].attributes.body
usually associated with final/terminal a mark/grade; level of measurement even if its pass/fail; the other two levels should scaffold/lead into assessment of learning; should provide different ways for students to demonstrate their understanding - different ways of demonstrating this should be allowed; regulatory perspective - something we have to do - it is expected from both students and staff; we evaluate to meet expectations; tensions of stakeholders; grade is paramount; surface learning (rote?); reaching a standard; 'conveyor belt' process; levels being reached; traditional construct; following on from second level; student able to demonstrate their understanding to what has been set; can be used for real-word problems- but is not sufficiently explored; to signal employability/readiness for employability.