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Sustainable assessment revisited

Article  in  Assessment & Evaluation in Higher Education · March 2015

DOI: 10.1080/02602938.2015.1018133

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revisited, Assessment and Evaluation in Higher Education, DOI: 10.1080/02602938.2015.1018133

Sustainable assessment revisited

David Boud, Deakin University, Melbourne and University of Technology Sydney, Australia

Addresses

Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne City

Centre, Level 4, 550 Bourke Street, Melbourne, VIC 3000, Australia.

Email address: [email protected]

and

Faculty of Arts and Social Sciences, University of Technology Sydney, PO Box 123,

Braodway, NSW 2007, Australia

Email address: [email protected]

Rebeca Soler, University of Zaragoza, Spain

Address
Department of Educational Sciences, University of Zaragoza, Pedro Cerbuna 12, Zaragoza
50009, Spain.

Email address: [email protected]

1
Sustainable assessment revisited

Abstract

Sustainable assessment has been proposed as an idea that focused on the

contribution of assessment to learning beyond the time scale of a given course.
It was identified as assessment that meets the needs of the present in terms of
the demands of formative and summative assessment, but which also prepares
students to meet their own future learning needs. This paper reviews the value
of such a notion for assessment, how it has been taken up over the past fifteen
years in higher education and why it might still be needed. It identifies how it
has been a successful intervention in assessment discourse. It explores what
more is needed to locate assessment as an intervention to focus on learning for
the longer term. It shows how sustainable assessment can help bridge the gap
between assessment and learning, link to ideas such as self-regulation,
students’ making judgements about their own work and course-wide
assessment.

Keywords
Sustainable assessment, assessment for learning, self-assessment, student judgements,

purposes of assessment

Introduction
As the focus in education moves inevitably from what teachers do to what students

learn, and from what is provided by way of resources and materials to what effects are

produced, how we view educational events must necessarily change. Education comes

increasingly to be judged not on what it delivers now but on what it produces in the

world beyond the present—its outcomes and consequences. The view of what is

sustainable, shifts from being able to retain what has previously been delivered, to

what is needed to sustain effective learning now and in the future.

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Sustainability in education may be interpreted as a feature of educational systems. It is

not just about sustainability of the physical environment, but about the sustainability

of educational practices some of which may be too resource-intensive to survive in a

constrained financial environment (Beck, Skinner, Schwabrow 2013). That is,

promoting teaching, learning and assessment practices that involve less face-to-face,

but perhaps more effective, contact between teachers and students. However, such a

view of education is too narrow and provision-centred. What is more important for the

longer term is to look at the notion of sustainability from the perspective of learning.

What educational practices are needed now in order to form and sustain learners who

will be able to operate effectively in a complex society?

From such a viewpoint, sustainability becomes transformed into a question of whether

educational provision equips learners effectively, not just for immediate educational

requirements, such as what they need to be able to do in a course, but whether it

prepares them for what might be required in the future whether that be in educational

institutions or beyond. That is, in higher education do educational activities equip

learners for the multiplicity of challenges they will face after graduation? From this

perspective, the consumption of educational resources is judged in terms of their

effect on producing students who go on to become self-managing persons who, in

association with others, can draw on whatever they need to continue learning

effectively beyond the end of the course and be able to make judgements about their

own learning outcomes. Sustainable learning is thus a function of what students gain

from education, not what inputs are put into the process.

3
This paper focuses on the particular role of assessment in sustainability debates within

education. It considers what sustainable assessment means and what is involved in

building such ideas into courses to support learning in the longer term. Teachers may

well be teaching with the longer term in mind, but unless this work is actively

supported through assessment practices, their good intentions can be inhibited. The

paper positions sustainable assessment as a way of rethinking outcomes, curriculum

and pedagogy away from a focus on disciplinary knowledge to what students can do

in the world. It reviews literature that has taken up the idea of sustainable assessment

and its implementation. While it is judged to be a successful intervention in thinking

about assessment, it suggests that the implications of sustainable assessment have yet

to be fully embraced. The paper considers where the emphasis for further

development should be and what related ideas might also be considered. It concludes

by identifying directions for embedding sustainable assessment in courses and it

discusses some of the key issues to be considered, with a particular stress on the role

of assessment design.

Defining and elaborating sustainable assessment

The notion of sustainable assessment was developed to focus on the need for all

assessment practices to equip learners for the challenges of learning and practice they

will face once their current episode of learning is complete. It was defined as

assessment ‘that meets the needs of the present and [also] prepares students to meet

their own future learning needs’ (Boud 2000, p. 151). It was created to resonate with

earlier definitions of sustainable development (World Commission on Environment

and Development 1987), reframed to focus on learning. This notion of sustainable

assessment built on a strong foundation of formative assessment that included the

important move from assessment of learning to assessment for learning. However, it

4
developed further to refer not just to the formation of students within the timescale of

a course, but to future practice for which courses are a precursor. It suggested that ‘for

students to become effective lifelong learners, they need also to be prepared to

undertake assessment of the tasks they face throughout their lives’ (Boud 2000, p.

152).

This original notion of sustainable assessment was further elaborated to draw out

significant issues for continuing learning, including how it is manifested, what is

needed to support it and how it links with other ideas in assessment and learning. It

was recognised that it ‘is not a notion that can be located in particular activities or

which is independent of the context of learning’ and that ‘it will need to be

continually reinvented and reconceptualised by teachers and learners over time’

(Boud 2000, p. 163) and this theme was developed in later works (Boud and

Falchikov 2006; Boud 2009). Boud (2007) and Boud and Falchikov (2007)

recognised that conventional views of assessment were inhibiting to the notion of

sustainability as they placed emphasis in assessment on learners necessarily having to

respond to prompts from others—teachers, assessors, etc.—which lowered

expectations of what students needed to do for themselves beyond the immediate

prompts. They took up the view of assessment as ‘informed judgement’ suggested by

Hager and Butler (1996). This was done to avoid the unhelpful binary division

between summative and formative assessment, which had already been substantially

eroded in daily practice, and to shift assessment discourse away from the notion that

assessment is a unilateral act done to students, to assessment that is mutually

constructed between learners and assessors/teachers.

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Informed judgement about one’s own capabilities, scope of practice and attainments is

not only something that students need to develop in order to learn effectively, but it is

also needed by others such as teachers to make judgements that may either be used to

advise students or formally recorded as an indicator of progress or achievement by

them. It has

“a multiple emphasis. It relates both to the judgement of others in processes of

certification and aiding learning and to informing the judgment of the learner in
processes of presenting themselves for certification processes and for learning in
the short and long term” (Boud 2007, p. 19).

It includes “the capacity to evaluate evidence, appraise situations and circumstances

astutely, to draw sound conclusions and act in accordance with this analysis” (p. 19).

The qualities of judgement that need to be developed are similar for students and for

teachers; it is only the subsequent ends to which these judgements are put that differ.

As Boud (2007) points out “this notion has the potential to incorporate a forward-

looking dimension—informing judgement for future decision-making about

learning… it acknowledges the importance of reflexivity and self-regulation through

acknowledgement of the centrality of judgement as a process.” (p. 19-20)

Boud and Falchikov (2007) took this further and they raised questions about what a

focus on informed judgement implies. They identified what was needed to build

capacity for students to become judges of their own learning. This framing is not

dissimilar to student self-assessment, but it more accurately positions the emphasis as

one intrinsic to all work and not, as has become common in discussions of self-

assessment, as an add-on that might be included in courses at the discretion of

6
teachers. The key elements of developing informed judgement from the perspective of

the student were proposed as:

1. Identifying oneself as an active learner

2. Identifying one’s own level of knowledge and the gaps in this

3. Practising testing and judging

4. Developing these skills over time

5. Embodying reflexivity and commitment

They described how these elements might be developed through curriculum and

pedagogy and identified useful sources of literature to inform these processes.

Following these proposals, Boud developed resources for sustainable assessment in

higher education presented on a website—www.assessmentfutures.com. This

assembled an extensive range of examples that demonstrate in a variety of different

ways how to promote sustainable assessment (Boud 2010). In this work, which was

designed to influence educators, the pragmatic focus was on the assessment task as

the unit of analysis. That is, what were suitable assessment tasks, including associated

activities to equip students for learning beyond the end of the course. It included

specific action required of students along with the activities that surrounded it. The

features that framed the website’s focus were:

“the need for sustainable assessment, the requirement that assessment foster
students’ ability to make judgements, the desire to construct students as reflexive
learners and the goal that assessment helps form dispositions for practice. Types
of task were arranged around the themes of: engaging students, authentic
activities, students designing assessments, integrative tasks, learning and
judgement, modelling and practice, working with peers and giving and receiving
feedback.” (Boud 2010, p. 253-4).

7
More recently, the role of feedback in developing students’ capacities to learn has

been taken up enthusiastically (Hounsell 2007; Nicol 2010; Carless et al 2011; Sadler

2010; Boud and Molloy 2013a). Although the importance of feedback has been the

subject of discussion in the literature for many years, the focus in this more recent

work is on the contribution of others to learning through assessment and repositioning

the notion of feedback not as an act of information-giving to students, but as a co-

productive process in which both students and others have key roles to play. Learning

cannot be sustainable in any sense if it requires continuing information from teachers

on students’ work.

How has sustainable assessment been taken up?

During the past fifteen years, the idea of sustainable assessment has been embraced by

many authors (eg. 779 citations to the original paper in Google Scholar by 1 January

2015). For the most part these have endorsed or used the initial idea or discussed it

alongside other considerations of assessment and teaching (eg. Lindberg-Sand and

Olsson 2008; Chan and Gurnam 2010; Jackson and Chapman 2012). While many

citations refer to the original idea as part of a wider discussion of assessment, some

have used sustainable assessment as a rhetorical device to provide a gloss to other

agendas (Williams 2008) or take up some elements without referring to the idea and

develop these further (eg. Asghar 2010; Fitzpatrick 2006; Greenbank 2003). Few have

engaged extensively with the range of features of assessment tasks and the

implications for conceptual resources originally proposed.

8
In terms of developing sustainable assessment, two main directions in the literature

are apparent. The first has been to apply the ideas to specific situations or particular

contexts. The second direction has been to develop particular practices discussed as

part of sustainable assessment.

Applications in particular contexts

In focusing on university tutorials, Beck, Skinner and Schwabrow demonstrated

improvement in three long-term outcomes: independence, intellectual maturity and

creativity. They suggested that sustainable assessment should be applied with a focus

on ‘methods encompassing a strong commitment to equity, including shared criteria

for long-term learning outcomes and faculty and student monitoring of student

progress towards outcomes through periodic [use of] rubrics and reflective sessions’

(p. 326). They emphasise clear relationships between identifying assessment criteria,

long-term learning abilities, habits of mind and metacognitive skills to contribute to

the emergence of judgments in students (Beck, Skinner and Schwabrow 2013).

An important strategy for the implementation of assessment practices is through

information and communications technologies (ICT). Williams (2008) suggests that

technological tools available can be used to achieve sustainable assessment as they

can provide students with authentic contexts through simulations and virtual worlds

(p. 403) and ‘include the formative benefits of student performance within relevant

professional contexts’ (p. 450). He proposes that the use of context-based tasks

enables students to develop as effective lifelong assessors. Similarly, Nicol (2007)

focuses on how ICT supports formative assessment and feedback in order to focus

students’ learning through practices that will help them develop the skills needed to

monitor, judge and manage their own learning.

9
A focus on the development of assessment through online learning environments is

also seen in Van Gog et al (2010). In their adoption of sustainable assessment, they

design formative assessment tasks to develop assessment for learning focusing on

professional situations. They recognize that

‘in complex domains, defining assessment criteria and standards is difficult, and
so is learning to understand and apply them. To provide learners with an
environment in which they can practice both their domain-specific and
assessment skills while task complexity and instructional support are taken into
account, an online learning environment blueprint was developed’ (p. 314).

Online environments are also the focus of McConnell (2002). He discusses how

students can readily communicate their experience when learning through

collaborative reviews and assessment. He argues for collaborative review and

assessment to involve students, peers and tutor in a critical examination of work. He

affirms it is necessary to follow two stages; on the one hand, a review and discussion

process of the student’s work developed providing a critical supportive perspective;

on the other hand, offering students the necessary criteria to make judgments on their

work. Thus, face-to-face interviews, online discussions and questionnaires constitute

the basis for a collaborative assessment.

Development of particular practices

Self-assessment
Many authors affirm the importance of sustainable assessment but provide little

discussion of approaches that could be adopted. However, McDonald (2007) has

shown how sustainable assessment can be used in the design of self-assessment

10
techniques to prompt students’ learning skills. She suggests that sustainable

assessment implies the development of self-assessment through new assessment tools,

such as the portfolio. She identifies that this approach to assessment enables students

to be aware of their own learning needs and teachers to offer them the necessary skills

to keep on learning. Cassidy (2007) also points out how sustainable assessment to

develop independent learners encompasses self-assessment as a key element of its

practice.

‘What defines self-assessment for students is the acceptance of responsibility for

their own learning and performance. Before students will—or can be expected to
do this—they must be offered the opportunity to develop self-assessment skills
and be made aware of the value and effectiveness of these skills. The
introduction of planned and structured self-assessment activities allows for the
development of skills associated with self-assessment capabilities. While these
activities may well focus on the delivery of content, the aim should be to develop
skills which contribute to the students’ ability to judge their own progress and
performance.’ (Cassidy, 2007 p. 315).

While many authors have applied and discussed the original idea, some have gone

further and established tools and methods to use it in the development of formative

and summative using self-assessment practices. Fastré et al (2013) suggest that

sustainable assessment demands that students make conscious comparisons between

self-assessments and assessments by teachers, peers and other stakeholders, and that

responsibility for the assessment process must gradually shift from the teacher to the

students, because, after graduation, people themselves need to drive their own

learning:

‘the concept of sustainable assessment stresses that students also have to develop
a critical attitude towards criteria because when they enter the workplace, pre-

11
 specified criteria will not always be available to support them in judging their
own performance and learning’ (Fastré et al 2013, p. 614.).

Indeed, as many authors suggest, to prepare students to face their future learning

needs, much research is required, specifically in the creation of assessment strategies

to develop self-assessment (Major, Meakin and Perrin 2011; Brown and Harris 2014),

to develop skills to contribute to students’ ability to make judgments (Cassidy 2007)

and the elaboration of new tools to introduce self-assessment in continuing education

(Fotheringham 2011). Other authors have also focused on self-assessment but point to

the need to incorporate it as part of and overall assessment strategy:

‘it is more valid to use a totally revised assessment strategy which seeks to
include self-assessment, monitored and refined through a process of dialogue,
and concerned more with the students’ long-term academic and personal
development than with their short-term summative performance’ (Major, Meakin
and Perrin 2011, p. 124).

It is only through such overall assessment strategies that sustainable assessment can

be implemented as the use of any given assessment practice may undermine the

effects of others. Self-assessment may form part of the mix, but adoption of it alone

does not necessarily lead to sustainability.

Use of peers
Linking peer-assessment and negotiated learning activities as part of an outcomes-

based curriculum is proposed by McMahon (2010). He describes his practice:

‘combining peer-assessment with self-directed learning via peer-group

supported action-planning, prompted the development of autonomous learning
skill sets and improved the ability of students to judge their own and their peers’
work to the extent that the perspectives of the students on their own abilities and
potentials were changed for the better. (p. 238).

12
Careful learning design can set up situations in which peer assessment can be linked

to a series of artifacts from which students can learn through interaction and dialogue

with others (Yongwu, Van der Klink, Jo, Sloep and Koper 2009). Such an ‘artifact

refers to a tangible or a digitalized object such as an article, a physical model, a

questionnaire, or a comment’. (p. 264).

Reflection and the use of portfolios

Reflection activities involving various kinds of peer learning offers students

experience in self-monitoring and thus create judgments about their own and others’

learning processes. Nicol (2009) links this with the wider notion of the promotion of

self-regulation (students actively and consciously controlling their own learning) that

he sees as a fundamental requisite of any educational program. In his example:

‘[There] were many opportunities for learner self-regulation …. Firstly, the

online tasks were designed to promote learning through peer dialogue and
feedback […] Peer discussion around learning tasks also helps attenuate the
teacher’s voice and lets the students’ voice be heard […] Secondly, as well as
being actively encouraged to give each other feedback during learning, a key
component of the feedback strategy was the use of model answers […] Thirdly,
the course leader provided general feedback to the class-wide discussion board
…’ (Nicol, 2009 p. 341).

To help students achieve sustainable assessment Jones (2010) proposes the

development of portfolios in order for students to develop a reflective practice. The

introduction in teaching-learning processes of portfolios and projects can reinforce

reliability (Jones 2010) and therefore trust (Carless 2009). Jones suggests that

‘the degree to which a portfolio fulfils the requirements of sustainable

assessment will depend upon its design. (p. 701) […] a portfolio in which
students are required to select and annotate evidence from practice, and reflect

13
 on the evidence, is a powerful tool for the development of reflective practice.’ (p.
708).

He goes on to point out that only if students continue these practices could a portfolio

be considered to have met the requirement for sustainable assessment.

Positioning assessment as part of learning activities

Other authors address the importance of the pursuit of long-term learning outcomes

when dealing with sustainable assessment:

‘Long-term learning abilities do not refer exclusively to content knowledge but

rather concern ‘habits of mind’ and metacognitive skills that embody cognitive
and social cognitive abilities that are useful in improving students’ learning
skills. We selected for study long-term learning skills that enable students to
learn on their own, approach problems from multiple perspectives, and work
with complex issues’ (Beck, Skinner and Schwabrow 2013, p. 326).

Beck and his colleagues see sustainable assessment as “part of a ‘constructive

alignment’ between the teaching system and assessment tasks in which the latter are

part of teaching and learning” (p. 2), where ‘the most significant new features in

sustainable assessment theory that distinguish it from formative assessment would be,

in principle, to develop in students the ability to be sustainable assessors of their own

long-term learning skills and to develop assessment devices for student self-

monitoring’ (p. 3).

Assessment practices are normally well entrenched in institutional and disciplinary

cultures and take a long time to change. As Lindberg-Sand and Olsson (2008)

highlight, trust in assessment practices is difficult to achieve and many factors

interfere. They conceive of assessment processes as social practices dependent on

14
culture and national frameworks and suggest that ‘perspectives of learning as a social-

cultural phenomenon’, are needed in order to explore changes in assessment processes

(p. 168). Consequently, assessment can be seen as ‘a series of boundary encounters,

linked together only by the assessment system […] Hence, the character of the

assessment process is not just an outcome of educational design, it is an emergent

phenomenon including invisible and unintended consequences for student learning’

(p. 172).

What does an emphasis on sustainable assessment contribute to assessment

practice?
An important theme in this literature is the challenge to make assessment more

manageable. Each idea about assessment needs to be translated into particular local

practices that operate within the context of the course or type of learning outcome.

Though the authors discussed above provided support for practices which contribute

to sustainable assessment, they recognize there is still much to do and a need to create

specific approaches.

Assessment generates large amounts of information, but this is little used for

pedagogical purposes. Summative assessment as a major source of information to be

deployed to improve learning is generally neglected. An example of this is the process

of marking. The conventional everyday practice of ‘marking’ students work involves

generating marks and grades and sometimes providing what are intended to be helpful

comments to students on the assignment or examination. It is seen as primarily a

unilateral judgement, with a secondary process of generating useful information for

students. These latter comments are taken to be ‘feedback’, but they are not

commonly part of any designed process to enable feedback to occur and subsequent

15
work is not checked to ensure that the information provided was part of a genuine

feedback process rather than what we can regard as ‘hopefully useful information’

(Boud and Molloy 2013b). Marking is not normally conceptualised as a vital part of a

feedback process to teachers to enable them to adjust pedagogy and curriculum in the

light of how students are responding to it.

For assessment tasks to be positioned as sustainable, the whole process of assessment

must be conceived of as an active part of the curriculum to enable students to achieve

particular outcomes, not just a means of ascertaining whether outcomes have been

achieved or not. This means that assessment needs to be consciously and holistically

designed to scaffold processes of learning, including students’ management of their

learning, and lead over the timescale of a course to activities that enable the

demonstration of what has been learned. At early and mid stages there would be an

emphasis on feedback processes and the building of capacity for students to make

judgements of their own work. Later the emphasis would shift to emphasise the

assurance and portrayal of learning. A focus on sustainable assessment involves

attention being paid to the integration of these elements and the building of capacity

through all assessment acts for students to make increasingly better judgements.

Directions for sustainable assessment

Does sustainable assessment stand up as a useful contribution to our understanding of

assessment and learning? If it does, how should it develop further and what issues

need to be taken up? Of course, many of these directions are not unique and may be

shared with formative assessment more generally. While the broader learning

environment of the institution, the entering characteristics of students and indeed the

16
learning outcomes to be sought are a given, there is considerable scope within a

course to influence learners through sustainable assessment thinking.

One approach is to return to the original features proposed for sustainable assessment

and build on them, while also incorporating features subsequently identified as

important. If we deconstruct the elements of assessment as a pedagogical process, we

can identify the following categories of interest and consider how sustainable

assessment can appear within each.

Purposes
Clearly, the purpose of sustainable assessment, to equip students for their learning

beyond the course, is the foundation for development. While assessment normally has

to do ‘double-duty’ (Boud 2000) in meeting more than one purpose at a time, the goal

to prepare students for future learning must remain central. As part of this orientation

to assessment, seeing it as developing the ability to make informed judgements about

one’s own work is a key indicator of the presence of sustainable assessment in any

particular context.

It might reasonably be thought that developing informed judgement has the character

of a graduate attribute (Hughes and Barrie 2010). It would however be inappropriate

simply to add it as an additional attribute to existing lists. Brown and Harris (2014)

have identified student self-assessment as a core competency and have strongly linked

it to the development of capacity for self-regulation. The development of informed

judgement encompasses self-assessment and the same argument can be applied to

17
establish it as a feature that undergirds all specific learning outcomes and enables

them to be met.

Assessment tasks
Assessment tasks represent what students are to produce as an outcome of their study.

They can be the most direct way of influencing students, as students are likely to take

required tasks seriously if they want to be successful. Tasks normally specify both the

substantive disciplinary area being assessed and the specific nature of what is needed.

However, we should be mindful that assessment is always relational and that there are

no intrinsic qualities of the task, method of assessment, nor the activities associated

with the task that necessarily lead to the kind of learning outcome required. This

depends on how each of these is approached by the student, what they bring to the

encounter and their intentions at the time (eg. to engage, to do sufficient to pass, etc.).

Nevertheless, tasks can be designed to maximise the possibility of alignment with

learning outcomes, focus student attention not only on disciplinary outcomes, and also

scaffold students to develop their judgements. Examples of this include: breaking

down assessment tasks into different activities over time, or engaging students in

identifying criteria for success ahead of their substantive involvement in the task.

These involve designing early formative tasks into later summative ones while

keeping throughout an emphasis on building capacity for judging one’s own work.

Assessment tasks are quite overt and can readily be discussed and modified according

to student’ responses to them.

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Dispositions and engagement
Learner dispositions and inclinations to their work are, on the other hand, covert.

They are indirectly revealed through what students do, and in particular, on what they

spend their time. They represent the orientation of the student towards study and the

kinds of activities with which they are confronted, particularly assessment tasks.

While such tasks can influence students powerfully when they are positively oriented

towards study, tasks themselves have a limited influence over student dispositions.

These are built up during a course, and prior to it. The development of suitable

dispositions precedes specific assessment events and is a key element of pedagogy.

Courses that adopt sustainable assessment need to review the circumstances that

precede assessment tasks and their assumptions about the agency and initiative of

students. In general, the learning environment and the expectations placed on learners

have a particular influence on their dispositions. If they get the message that ‘all that

matters are the marks in the examination’ and that revising for it is all they need to do

to get through, then suitable dispositions and engagement is not likely to eventuate.

Depending on students’ prior experience in courses where their study dispositions

were negatively influenced, more or less time may need to be devoted to this.

While it is commonplace to emphasise the importance of time-on-task as a major and

overwhelming outcome of research on learning (Hattie 2009), it is no less important

in this context. For learning to occur and be effective, students need to have engaged

in a considerable weight of meaningful tasks before any major assessment event. It is

the normal expectation of what students need to do to learn that creates the overall

19
context for sustainable assessment. The design of assessment tasks is not a substitute

for good course design to foster engagement.

How students are to be judged

An important consideration is that of how performance of an assessment task is to be

judged. Are explicit criteria and standards involved, or are more holistic judgements

needed? Indeed, given Sadler’s work on how markers go to great lengths to avoid

using criteria even when they are specified in detail (Sadler 2009), are students being

given a false indication of how work is to be judged by providing such criteria?

Further, is an assessment just a paper to be handed in and marked, or does it involve

students identifying and using criteria for themselves, or does it involve others (eg.

peers) in the judgement process, at least informally?

Design features
All the aspects discussed above need to be brought together through course design, in

particular through the design of events and activities that precede, accompany and

follow assessment tasks. Assessment tasks do not stand-alone; they are always part of

a sequence of activity, either specified by course requirements or suggested or implied

by teachers. Considerable influence on learning can occur through the design and

structuring of these activities.

As mentioned above, while the assessment task may appear to be at the heart of

assessment design, it is the final impact of all the teaching and learning events that go

before it that has the influence. Use of sustainable assessment is a way of integrating

assessment with teaching and learning. It can provide a form of long-term

20
constructive alignment to bring assessment and learning for the longer term closer

together.

The importance of practice should not be underestimated. Encountering complex new

tasks under assessment conditions is not conducive to effective learning. The formal

assessment and grading of any task creates situations in which students may feel

under surveillance and dare not take the kinds of risks needed to be secure in their

understanding.

A particular aspect of course design is how feedback processes are incorporated into

student work. Are explicit feedback loops incorporated into the course to enable

students not only to receive useful information about their work, but also to act on this

information and demonstrate that such information has an effect? Feedback

considerations are discussed at length in Boud and Molloy (2013b).

We should note though that while assessment design is of great importance, the

strictures of Lindberg-Sand and Olsson (2008) should also be taken into account.

How students respond to learning opportunities and assessment tasks is not just a

feature of the activities themselves, which can be carefully designed. They depend

also on the ways in which they are perceived and the ways students take them up,

which cannot be controlled in advance. While many features of teaching, learning and

assessment can be designed, there are also emergent practices independent of the

dynamics of the context and players involved that can never be fully determined.

21
Some features of sustainable assessment to be considered in the design of assessment

activities can be summarized in the following questions:

• What particular features of the assignment and accompanying activity prompt

consideration beyond the immediate task?

• In what ways does engagement in the activity foster self-regulation?

• How does the activity help learners meet challenges they will find in practice

settings?

• How is engagement in the current activity likely to improve the capacity of

students to make effective judgements about their work in subsequent ones?

• Are the educational benefits of the task likely to persist once the particular

knowledge deployed in it can no longer be recalled?

• Does the activity enable students to appreciate, articulate and apply standards

and criteria for good work in this area?

• Does the activity enable students to demonstrate those course-level learning

outcomes that relate to preparation for learning post-graduation?

Having many desirable features present is often not enough. The socio-cultural

context of teaching, learning and assessment can still conspire to thwart good

intentions and apparently good design. As Lindberg-Sand and Olsson (2008) show in

an engineering context, common assessment practices hold together different teaching

practices to produce mixed messages for students which include invisible and

unintended consequences for student learning.

Sustainability in assessment should involve a virtuous circle: as students become

better equipped to make judgements about their own learning they become more

22
effective learners as demonstrated by outcomes judged through assessment. This

enables assessment to become more focused on sustainability rather than simple

judgements about current performance. For a course to be substantially focused on

sustainability, every act of assessment needs in some identifiable way to build

students’ capacity to manage and judge their own learning and thus equip themselves

for the more challenging learning environments they will confront post-graduation.

Conclusions
In conclusion, we have identified sustainable assessment as an appealing idea that has

shifted attention in assessment discourse and is giving rise to a range of interesting

educational interventions. It provides a compelling rationale for assessment reforms,

but is yet to have widespread impact on assessment discussions. Where follow-

through to practice has occurred it has focused on a limited number of features of the

original idea. It has been extended to encompass the development of informed

judgement, the use of self and peer assessment and the development of self-

regulation. Work on feedback in particular has started to take up the idea more

vigorously. However, the potential of sustainable assessment, along with many other

initiatives in formative assessment, is still to be fully realised. However, the time scale

for assessment change is very long, so quick changes are an unrealistic expectation.

Other ideas focus on what teachers or students need to do to equip learners for the

longer term: good teachers focus attention on learning beyond the immediate, and the

concept of self-regulation focuses on students’ activities. The notion of sustainable

assessment is needed as a bridge between teaching and learning on the one hand and

summative assessment on the other. The key direction for the potential of sustainable

23
assessment to be realised is through a repositioning of assessment as an integral part

of curriculum and pedagogy.

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