• Qiu Junping (Wuhan Uiversity, PRC)
• Dong Xilu (Wuhan Uiversity, PRC)

This paper introduces and compares three methods of assessment– assessment of Learning, assessment for Learning and assessment as Learning. A holistic perspective of assessment activities, namely the third kind of assessment method, is advocated. On behalf of students its function is to lift the student toward learning. We try to establish a conceptual framework which involve assessment techniques, feedback, feedforward and assessment literacy. The core factor of each kind of technology includes goal, defined criteria, referential non-standardized case, participants, information collection and self-reflection. Feedback and feedforward are interactive part of an open system, they promote the students' self-control and regulation of learning. Academics should attach great importance to the assessment literacy which is mainly focused on catering for differentiate assessment projects, reducing incommensurability, great patience. Two challenges are mentioned. One is the difficult tasks and great responsibility of academics in the process of assessment in higher education. The other one is that students whose experience of assessment has been limited to traditional methods may be reluctant to accept innovative assessment methods.

Author Profile(s)
Qiu Junping, Professor, Doctoral supervisor, Director of Evaluation Center of Chinese Education Quality (ECCEQ) and Research Center for Chinese Science Evaluation (RCCSE). His research interests are evaluation of universities and disciplines, higher educational evaluation and management, informetrics and scientific evaluation.