Learning Oriented Assessment: A systemic view

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Learning Oriented Assessment: A systemic view

The term Learning Oriented Assessment (LOA) is one of several used in recent years with a similar purpose: to carve out a place for forms of assessment with different priorities and values to those of traditional assessment, with its focus on reliability and validity. All such approaches have been ‘,explicitly or implicitly defined in opposition to traditional externally set and assessed large scale formal examinations’, (Davison and Leung 2009:395). They are reforming initiatives aimed at curing, or at least mitigating, what are seen as fundamental problems with current approaches to assessment in schools. For an examination provider the challenge of LOA is to link familiar functions of language assessment (e.g. diagnosis, monitoring, or accreditation) into a systemic relationship with the forms of assessment resulting from planned or unplanned classroom interactions. How can quantitative and qualitative information, or assessment and teaching expertise, be best combined to promote learning?

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