SuzanneSchut¹

1 Delft University of Technology (TU Delft) 

Whole-system assessment approaches, like programmatic assessment, aim to improve high- stakes decision-making processes while simultaneously benefit and support learning. Our interest in using assessment for more than decision-making and accountability purposes might be higher than ever. However, problems and concerns about the utility of assessment for learning remain persistent and, in practice, learners most likely perceive any assessment as a high-stake hurdle instead of a learning opportunity. A strong sense of agency has the potential to engage learners more actively in the assessment process, positively influence the perceived authenticity of assessment, learners’ feedback receptivity and their willingness to learn from assessment. Although the value and importance of learners’ agency for continuous development is emphasized by many scholars in the field, and learners’ active involvement in learning processes might be aligned with current views on learning, conventional hegemony prevails in the context of assessment. 

During this presentation, I’ll seek to further explore and discuss in interaction with the audience, the challenges related to simultaneously using assessment for formative and summative purposes. Based on the current state of research, I’ll focus on how whole-system approaches and the concept of assessment as a continuum of increasing stakes, are perceived by key stakeholders at the frontline of our assessment practices: learners and teachers. How do these perceptions influence learning and teaching? If we aim to purposefully integrate assessment and learning with the implementation of whole-system approaches, does it make sense to treat active involvement of learners in assessment any differently from their role and involvement in learning? What is the potential for learners’ agency in assessment and should we perhaps create more conditions in which learners are empowered and may empower themselves? The overall question and discussion will focus on when and how whole-system approaches afford a more meaningful impact on learning, and if and how we overcome the more undesirable influences of assessment.