GUIDING

Taylor Institute
Guide Series

PRINCIPLES
for
ASSESSMENT
Gabrielle Lindstrom
Lynn Taylor
Ashley Weleschuk
June 2017

of
STUDENTS’
LEARNING
Authors
Gabrielle Lindstrom
Research Assistant
University of Calgary

Lynn Taylor
Vice Provost, Teaching and Learning (2012-2017)
University of Calgary

Ashley Weleschuk
Research Assistant
Taylor Institute for Teaching and Learning, University of Calgary

Cover Design
Ashley Weleschuk
Research Assistant
Taylor Institute for Teaching and Learning, University of Calgary

June 2017
Taylor Institute for Teaching and Learning
434 Collegiate Blvd
University of Calgary, Calgary AB CANADA T2N 1N4
http://www.ucalgary.ca/taylorinstitute/

This guide is distributed under the terms of the Creative Commons — Attribution Non-
Commercial License 4.0 International (creativecommons.org/licenses/by-nc/4.0/), which
permits sharing and adapting of the material, provided the original work is properly attributed (see
recommended citation below), any changes are clearly indicated, and the material is not used for commercial
purposes.

Recommended Citation
Lindstrom, Gabrielle, Taylor, Lynn, Weleschuk, Ashley. “Guiding Principles for Assessment of Student
Learning” Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for
Teaching and Learning at the University of Calgary, June 2017.
http://www.ucalgary.ca/taylorinstitute/guides

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Guiding Principles for Assessment of Students’ Learning
Table of Contents
Introduction........................................................................................................4
The Principles of Assessment and their Practice.................................................. 5
Integrating Principles of Assessment for Broader Impact ....................................... 11
Enhancing teaching and learning culture ......................................................................... 11
Developing teaching practice and course design ............................................................. 12
Developing skills for learning, work and life .................................................................... 13
Enhancing formative assessment .................................................................................... 14
Fostering academic integrity .......................................................................................... 14
Integrating principles and practice .................................................................................. 15

The Importance of the Principles of Assessment ............................................... 15

References ........................................................................................................ 18

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Guiding Principles for Assessment of Students’ Learning
Introduction
Assessment is an essential dimension of our learning experiences. In addition to
determining and certifying the degree to which learning outcomes have been met, assessment
“directs attention to what is important. It acts as an incentive for study. And it has a powerful
effect on what students do and how they do it.” (Boud & Falchikov, 2007, p. 3). The meaning
and scope of “assessing student learning” have evolved as our understanding of how
assessment practices can motivate and engage learners, and how reflection and feedback on
these experiences can have a significant impact on learning (Fink, 2013; Weimer, 2013).
Contemporary conceptions of assessment of student learning include all of the ways we
systematically provide learners with opportunities to demonstrate their learning with respect
to clearly articulated outcomes, generate evidence of that learning, and receive feedback to
enhance learning, before we make professional judgments about the extent to which learning
outcomes are ultimately achieved (Boud, 2007; Fink, 2013; Wiggins, 1998). The integrity of
these judgments is critical. The results are used by multiple stakeholders as evidence of
achievement and potential, and influence future opportunities including access to advanced
study, scholarships and awards, and employment (Walvoord & Anderson, 2011; Weimer, 2013).
Effective assessment practice is an important, complex and intellectually engaging experience –
for teachers and learners.

Notwithstanding the impact of effective assessment practices on learning, a notable gap

in postsecondary planning and policy documents is an intentional and clearly articulated
commitment to a learning-focused approach to assessment. Universities commonly dedicate
efforts to enable student success on teaching and learning activities, rather than on assessment
reform (Boud, 2000; 2007; 2010, Nicol, 2004; 2007). This challenge is well-evidenced in the
scholarly literature (Heinrichs, Berntosky & Danner; 2015; Kaslow, et al., 2007; Luth, 2010; Ndoye
& Parker, 2010), and through this discussion paper, we endeavor to catalyze a dialogue around
research-informed assessment principles that can guide approaches to assessment in diverse
contexts.

The scholarship surrounding assessment practices in postsecondary education is both

diverse and broad in scope, and reflects a growing trend towards a learning-centered approach
to assessing students’ learning (Boud & Falchikov, 2006; Kaslow, et al., 2007). Underlying
effective assessment practices are the institutional principles that serve to provide a conceptual
foundation for a mutual understanding, a shared definition of assessment, a strong expression
of assessment expectations, and the use of results to enhance future teaching practice and
student learning (Ndoye & Parker, 2010). Based on an in-depth literature review (Lindstrom,

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Guiding Principles for Assessment of Students’ Learning
2016), we offer a focused and comprehensive overview of the guiding principles that underlie
effective assessment models and/or practices in post-secondary education. These principles
inform the articulation of principles that can provide a useful guiding framework for assessment
practice at the University of Calgary. This guide provides an overview of relevant topics that
include:
• What principles characterize effective assessment in post-secondary education?
• How can these guiding principles be translated into practice?
• How can these principles be incorporated to enhance student learning?
• Why are the principles of student assessment important?

The Principles of Assessment and their Practice

The overview of principles of effective assessment summarized below emerged from a literature
review conducted in 2016 using the following key phrases: assessment principles in higher
education; post-secondary principles of assessment; assessment theory in higher education; and
student-focused assessment in higher education. These principles provide an explicit framework
that can guide the development of assessment procedures, clarify our thinking about meaningful
assessment, and generate discussion about assessment practices that best support student
learning (Stowell, 2004). These principles are the “big ideas” that transcend specific assessment
practices across disciplines and fields of study. They do not prescribe assessment practices in a
particular context. Across diverse discipline contexts, guiding principles help us reflect on,
critically assess, and have confidence in the effectiveness of a critical dimension of our students’
learning experiences - how we assess their learning. Specific assessment strategies are
determined by individual teachers, based on their discipline and teaching expertise.

Table 1: Summary of major themes emerging from the scholarly literature related to assessment
principles in postsecondary education.

Assessment Principle Themes Translation into Practice

Conceptualizing Assessment
1- Effective assessment requires a Plan and distribute assessments to provide
culture shift that moves away from opportunities to practice application of
focusing on evaluating student knowledge and skills and integrate learning,
performance in isolation to evaluating and to allow students to receive feedback on
student learning as part of a their learning.

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 Assessment Principle Themes Translation into Practice
comprehensive design to support
student learning.1
2- Assessment strategies are authentic Assessment tasks represent aspects of the
in that they reflect the work of our actual work of our disciplines, adapted to the
disciplines and respect the integrity of knowledge level of a particular group of
epistemologies.2 learners. (e.g., provide opportunities for text
analysis, case studies, data analysis, problem
solving)
3- Assessment is a developmental and As part of selected assessment activities,
sustainable process that fosters self- integrate elements of reflection, self-
regulated learning, academic integrity assessment and goal setting, focusing on how
and the ability for students to be life- students can use assessment results to
long learners.3 influence future work.
4- Assessment is a continuous process Reflect on how assessment results can
that is embedded in the culture of the contribute to critical analyses that help
institution, and curriculum (at the identify bottlenecks or gaps to enhance a
program and course-level), as course or program learning experience.
opposed to a course component
meant solely to finalize a specific unit
of student learning. 4
5- Assessment should include discussion Explain the rationale for the assessment
about the assessment process strategies used and how the experiences of
between students and teachers to previous students have informed those
foster a learning partnership that can choices. Similarly, a strategy for reflection
evolve based on student learning and debriefing on the results of an
student feedback. 5 assessment activity can have a strong impact
on both teaching and learning decisions.

1
Biggs & Tang, 2011; Boud & Associates (2010); Boud (2000); Brown (2004); Brown & Race (2013); Gibbs &
Simpson (2004); Kaslow, et al. (2007); Wiliam, (2011).
2
Brown, 2004; Brown & Race (2013); James, McInnes & Devlin (2002); Kaslow, et al. (2007).
3
Boud (2000); Brown (2004); Brown & Race (2013); Kaslow, et al. (2007); Nicol (2007); Weimer (2013); Wilson &
Scalise (2006).
4
Brown (2004); James, McInnes & Devlin (2002); Ndoye & Parker (2010); Stassen (2012).
5
Boud & Associates (2010); Laurillard (2002); Nicol (2010); Nicol & Macfarlane-Dick (2004).

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Guiding Principles for Assessment of Students’ Learning
 Assessment Principle Themes Translation into Practice
6- There is a balance between Not all assessment activities have to be
summative and formative assessment graded. Short learning activities/questions
processes and also some degree of (for individuals or groups) requiring a
separation between grades and response can provide valuable practice
feedback distribution. 6 opportunities and also feedback on students’
levels of comprehension.

Assessment practice
7- Fair assessment processes are Explain the rationale for assessment
transparent, providing students with strategies used and how they are designed to
clear expectations on what, how and support, as well as determine, learning.
why they are being assessed, and Explicitly describe the expectations for
with quality information regarding assessment tasks (e.g., provide a rubric or
their progress and status of their “marking guide” to help students understand
learning.7 the elements of, and expectations for, a
task). Rubrics are particularly important in
courses in which graduate assistants
(teaching) assist with grading. They can also
be used to guide specific feedback to
students.
8- Assessment strategies are aligned Engage students in learning activities and
with learning outcomes and assessment strategies that connect
instructional strategies. 8 transparently to learning outcomes. Learning
activities provide opportunities to check
understanding and receive feedback, and
assessments provide further practice, as well
determining the extent to which learning
outcomes are achieved (e.g., if learning
outcomes include applying knowledge to
solve problems or analyzing a particular

6
Boud (2000); Boud & Falchikov (2006); Brown & Race (2013); James, McInnes & Devlin (2002).
7
Biggs & Tang, 2011; Brown & Race (2013); Evans (2013); Green & Andrade (2010); James, McInnes & Devlin
(2002); Luth (2010); Nicol & Macfarlane-Dick (2004); Richardson & Coates (2014).
8
Brown (2004); Brown & Race (2013); James, McInnes & Devlin (2002); Laurillard (2002); Luth (2010); Wilson &
Scalise (2006).

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Guiding Principles for Assessment of Students’ Learning
 Assessment Principle Themes Translation into Practice
genre of literature, then learning activities
provide opportunities to practice these skills
before summative assessment requiring
these tasks takes place).
9- Assessment feedback is Focus feedback on what students should
conceptualized as a ‘feed-forward’ continue doing and how they can improve
approach: future-focused, action- their future efforts. Some instructors ask
oriented and used to improve student students to choose an element of previous
learning. Effective feedback is feedback and describe how they have
provided to students with an addressed it in a future assignment.
understanding that they can use it to
improve future work. 9
10- Multiple opportunities for timely Provide multiple and different opportunities
feedback on students’ learning (graded or ungraded) for students to
progress are provided throughout a demonstrate learning and to receive
course so students have sufficient feedback. Feedback close to the assessment
time to practice, reflect on the results event has the greatest impact on learning.
and incorporate previous feedback. 10 Assessments provide practice opportunities
essential for learning.
11- Assessment is designed to motivate Provide clear expectations about assessment
and foster student learning and activities and give students opportunities to
confidence, rather than be a source practice, through learning activities, the kinds
of anxiety. 11 of tasks they will be asked to complete during
assessment activities.
12- A variety of assessment methods are Use different assessment strategies to build
utilized with some level of student communication skills and to provide
choice in order to maximize student opportunities for students to demonstrate
engagement and involvement in the their learning in different ways. Offering
assessment process.12 students choice in topics or tasks, while still

9
Boud (2000); Boud & Falchikov (2006); Brown & Race (2013); Drew, Thorpe & Bannister (2002); Evans (2013);
Gibbs & Simpson (2004); Luth (2010); Wiggins, (1998).
10
Brown & Race (2013); Gibbs & Simpson (2004); Luth (2010).
11
Brown & Race (2013); Drew, Thorpe & Bannister (2002); James, McInnes & Devlin (2002).
12
Boud & Associates (2010); Evans (2013); Brown & Race (2013); Gibbs & Simpson (2004); James, McInnes &
Devlin (2002); Richardson & Coates (2014).

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Guiding Principles for Assessment of Students’ Learning
 Assessment Principle Themes Translation into Practice
assessing the intended learning, motivates
student effort.

13- Ample opportunities are provided for Integrate self-assessment in the assessment
students to self-assess, and reflect on plan for a course (e.g., an analysis of how
their own work to enhance self- students prepared for an exam/wrote an
regulated learning. 13 essay and what they would do differently in
the future) promotes engagement in learning
and the development of independent
learning.
14- Effective, reciprocal peer-assessment Facilitate low-risk exchanges of respectful
processes are premised on formative peer feedback, guided by a rubric or series of
assessment principles to facilitate questions, to help feedback providers and
learning.14 receivers gain insights about the work under
development.
15- Assessment processes and tasks Where it is appropriate, create opportunities
reflect cultural and individual to either set assessment tasks in diverse
diversity. 15 relevant contexts or encourage students to
integrate their personal perspectives. Tasks
that integrate examples, or forms of
expression that reflect students’ cultures or
experiences, help build meaningful
knowledge structures.
Support for Assessors
16- Teachers recognize the importance of Seek out meaningful conversations with
assessment and use assessment as a colleagues about assessment challenges and
core element in planning instruction. how to access resources to enhance
Resources are invested to ensure that discipline-appropriate assessment practices
appropriate professional and course design support. Detailed
development opportunities are guidance for graduate assistants (teaching) is

13
Boud (2000); Brown (2004); Evans (2013); Kaslow, et al. (2007); Luth (2010); Nicol, 2009; Nicol & Macfarlane-
Dick (2004).
14
Boud (2000); Boud & Falchikov (2006); Brown (2004); Brown & Race (2013); van den Berg, Admiraal, & Pilot
(2006).
15
Boud (2000); James, McInnes & Devlin (2002); Kaslow, et al. (2007).

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 Assessment Principle Themes Translation into Practice
provided to academic staff and essential to fair, consistent, learning-focused
teaching assistants so they can gain assessment experiences.
the required expertise on assessment
theory, strategies, and ways to
effectively utilize assessment data. 16
17- Teachers collect and use assessment Analyze and reflect on patterns of student
data to inform the development of success on assessments, and use the results
new assessment strategies and to revise assessment tasks, or work with
instructional interventions. 17 students to understand and correct
misconceptions and focus on areas that need
strengthening.

Institutional Support
18- A consistent institution-wide grade Use the University’s established grade scale,
scale system is clearly defined. 18 understand the meanings of those grade
standards, and apply them consistently
across individual programs and courses.
19- Post-secondary institutions strive to Universities are encouraged to create policies
create a culture of assessment that to support evidence-based decision making
entrenches assessment into policy with respect to processes including
frameworks, guides change curriculum development and review, and the
processes, and increases overall recognition of teaching in faculty work.
organizational sustainability around
supporting student learning. 19

16
Boud & Associates (2010); Evans (2013); Havens (2012); Heinrichs, Berntosky & Danner (2015); Kaslow, et al.
(2007).
17
Kaslow, et al. (2007); Stassen (2012).
18
James, McInnes & Devlin (2002); Luth (2010).
19
Heinrichs, Berntosky & Danner (2015); James, McInnes & Devlin (2002); Ndoye & Parker (2006); Stassen (2012).

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Integrating Principles of Assessment for Broader Impact
As evidenced in Table 1, guiding principles for assessment of student learning arise out of a rich
and diverse scholarship that is centred on improving student learning. The findings from each
source are elaborated in the literature review (Lindstrom, 2016), but several key findings about
their impact on learning and teaching are summarized below.

Enhancing teaching and learning culture

From an institutional perspective, Heinrichs, et al., (2015) contend that explicit guiding
principles respond to an increasing need for accountability and transparency in student grading
and assessment, and suggest that “[I]institutions are looking for ways to implement successful
approaches for assessment or the assurance of student learning to ensure it is taken seriously
by faculty, and is integrated into the fabric or culture of the institution” (Heinrichs, et al., 2015,
p. 60). In a similar vein, Boud (2010) argues assessment principles “can be used to focus debate
and action on those features of assessment that have the greatest impact on learning and the
quality of courses” (para. 25). Moreover, Boud’s (2000) suggestions for developing sustainable
assessment are meant to contribute to formative assessment activities focused on student
learning across the various levels in academic communities – from instructor, to program, to
institutional policy. Additionally, James et al. (2002) maintain that effective assessment is a way
to bridge teacher and student goals in that for teachers, assessment is often the last
component to consider in curriculum planning, while students’ first focus is on how they will be
assessed. Thus, “repositioning student assessment as a strategic tool for enhancing teaching
and learning” (James et al. 2002, p. 4) becomes a vital and relevant endeavor due to the high-
stakes nature of assessment. They further report that students “wish to see a clear relationship
between lectures, tutorials, practical classes and subject resources” (James et al. 2002, p. 3).
Clearly, well designed assessment principles such as those identified above, align with a more
learning-centered approach to teaching and learning (James et al., 2002; Nicol, 2007).

From an institutional perspective, underlying principles of equity and justice (Stowell,

2004) are important in better understanding our own institutional culture of assessment.
Ndoye and Parker (2010) provide important insights about the role of building bridges for
communication with student organizations to foster a culture of assessment. Likewise, Fuller,
Skidmore, Bustamante & Holzweiss’s (2016) work is helpful when attempting to define and
create a culture of assessment unique to our institution and reminds us that we must be aware
of and consider factors that may impede the development of assessment culture. Significantly,
we must consider and accommodate a reality that there exists a great degree of judgment
involved in setting standards and that assessment, in general, is inherently a value-laden
activity. We can mitigate bias by examining and understanding the interplay between the social

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Guiding Principles for Assessment of Students’ Learning
constructions of equity, justice, decision-making, student achievement and monitoring
procedures (Fuller et al., 2016). Our challenge is to determine what principles are most useful
for our purposes and move towards customizing established principles to support critical
examination and fine-tuning of our own assessment practices.

Developing teaching practice and course design

From a learning-centred perspective, assessment principles are important in assisting
teachers to realign their assessment practices in order to be more responsive to the needs of
their students (Nicol & Macfarlane-Dick, 2004). Tisani’s (2008) examination of the underlying
theoretical frameworks of educational assessment, although not considered principles of
assessment, is useful in that it requires us to take a more critical approach to examining our
own assessment practices to identify areas for growth. Brookhart (2004) illustrates how guiding
principles of assessment will ultimately assist us to better organize assessment practice, identify
effective practices, and allow us to effectively utilize information and empirical data to not only
enhance students’ educational experience but also to focus our individual and collective
teaching goals and activities. Notably, Wiliam’s (2011) discussion on assessment emphasizes
the importance of acknowledging “that the use of assessment information to improve learning
cannot be separated from the instructional system within which it is provided” (p. 4) and that a
principles-guided examination of assessment practices is a compelling basis for strengthening
the alignment of learning outcomes, learning activities and assessment strategies. Few
experiences focus our attention on our plans for learning as sharply as when students are not
successful on an assessment task.

The integration of strategies that foster students’ ability to self-assess align with a clear
understanding of the powerful influence self-assessment has on students’ learning, and on their
overall university learning experience (Boud & Falchikov, 2006). When we integrate
opportunities for students to assess their own work, they will better understand what
constitutes good work. The use of exemplars is one way to achieve this in addition to
implementing meaningful student self-assessment techniques.

Assessment principles can also be used to actively inform course design process (James
et al., 2002; Nicol & Macfarlane-Dick, 2004). Green and Andrade’s (2010) work encourages
instructors to reflect on the alignment between authentic learning experiences in or across
disciplines, assessment and course outcomes in order to gain a deeper appreciation for the
challenges surrounding assessment. Notably, they illuminate that instruction and equity in
learning opportunities are better enabled through the development of assessment principles
that promote collaborative dialogue and healthy discussion around assessment beliefs, and

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Guiding Principles for Assessment of Students’ Learning
highlighting the fact that assessment reform is a holistic endeavor involving multiple
stakeholders.

Dickson and Treml’s (2013) examination on teaching, learning, and assessment

processes serve as a starting point for comparing the impacts of pedagogical strategies.
Notably, they highlight the fact that integrating assessment results with the impacts of teaching
and learning can offer innovative developments in teaching strategies thereby enhancing
students’ learning. Moreover, the dissemination of the results of these practices contributes to
a literature base that teachers and scholarship of teaching and learning (SoTL) practitioners rely
on. For our purposes, their discussion on collaborative inquiry meant to integrate SoTL and
assessment processes informs our understanding of how assessment is not an isolated
endeavor exclusively shouldered by the teacher (Dickson & Treml, 2013). Instead, we need to
focus our efforts to provide an open platform for collaboration so faculty can better determine
the areas where course-based and program-based assessment can be integrated and inform
each other (Simmons, 2016; Kenny et al., 2016).

Developing skills for learning, work and life

Hunaiti et al. (2010) demonstrate how the implementation of research-based inquiry
and assessing the learning associated with it can provide institutions with the means to improve
student experience, develop academic skills and better prepare learners for future careers.
More specifically, Richardson and Coates (2014) suggest that the study of cross-cultural
assessment that spans national borders is only in its emergent stages with current initiatives
“focusing greater attention on the educational function of higher institutions but have not
included the provision data on the outcomes of teaching and learning” (p. 826). Their work is
relevant to university education because “[i]n addition to meeting local demands, it is also vital
that higher education institutions prepare students for careers and lives that are likely to
involve them in a range of contexts, activities and communities. And increasingly, many of
these will be global” (Richardson & Coates, 2014, p. 833).

Suggestions provided by Boud (2000) offer opportunities for us to reflect deeply on our
current understandings around assessment in order to make space for different ways of
thinking about assessment practice, in general. Boud argues that sustainable assessment is as
much a way of thinking as it is a way of doing, recognizing that students do not learn in isolation
from their past, present and future experiences. Boud (2000) challenges us to teach, and find
sustainable ways of measuring the learning attached to these lessons, in ways that help
students integrate their learning so that is available to them beyond the context of a course and
throughout their lives.

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Guiding Principles for Assessment of Students’ Learning
 Enhancing formative assessment
Nicol and Macfarlane-Dick (2004) argue that formative assessment can be a conduit for
sharing educational objectives with students, measuring progress, and enabling “students to
restructure their understanding” (para. 2) to increase skills and capabilities. Consequently,
principles that guide effective feedback practices support students in becoming self-regulated
learners and raises awareness about the important “role of feedback on learners’ motivational
beliefs and self-esteem” (Nicol & Macfarlane-Dick, 2004, para. 3). From a more general
perspective, Nicol and Milligan’s (2006) work on applying principles of good feedback is
important because it highlights the powerful association between self-regulated learning and
assessment, and the fact that student’s motivation to learn is constructed “on their appraisal of
the teaching, learning and assessment context” (p. 8). Nicol (2009) provides an explicit
demonstration of how principles of formative assessment are applied in authentic learning
situations to increase retention rates and foster self-regulated learning in students. Moreover,
the quality and frequency of feedback can often influence whether first-year students continue
in their studies (or drop out) and can be an effective motivator in increasing students’ abilities
to self-regulate their learning:
“a key component of academic motivation and success is that students perceive
themselves as agents of their own learning … formative assessment practices must help
them develop the skills needed to monitor, judge, and manage their learning. The ability
to monitor, critically assess and correct one’s own work is a key goal of HE [higher
education] and lifelong learning” (Nicol, 2009, pp. 337-338).
Nicol (2010) demonstrates how underlying principles of assessment can transform
formative assessment practices. Various research pathways are conceptualizing the role of
students and teachers in feedback processes, thus, signaling a shift in assessment approaches
and the principles and theories which underlie them. Significantly, students are seen as active
agents in the assessment of their learning – as co-assessors in their work rather than as passive
receivers of assessment results. Nicol (2010) further asserts, “For students to learn they must
do something with transmitted information, analyse the messages, ask questions about it,
discuss it with others, connect it with prior understanding and use this to change future
actions” (p. 503). In other words, students’ actions with regards to feedback may be more
important to the quality of their learning than the actual quality and content of teachers’
feedback comments.

Fostering academic integrity

An interesting and important finding reported by James et al. (2002) is their assertion
that instances of plagiarism are minimized through carefully selected assessment tasks,
transparency in assessment criteria, and avoiding ambiguous or unclear feedback. In addition to

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Guiding Principles for Assessment of Students’ Learning
the work of James et al. (2002), Nicol (2007) illuminates how formative assessment feedback
reform, with a focus on learner self-regulation, can be a powerful and effective way of
mitigating the factors that contribute to plagiarism and student failure. Nicol (2007) argues that
plagiarism, in addition to a lack of clarity around assessment task expectations, is largely the
result of lack of students’ confidence in their ability to achieve a learning goal.

Integrating principles and practice

The relationship between principles and practice is reciprocal. Green and Andrade
(2010) point out that insights gleaned from critical examinations of specific assessment
strategies can yield guiding principles that serve to enhance student learning and create a
model of assessment in university education that can be applied and modified across
disciplines. Hunaiti and colleagues (2010) argue that although there have been many changes in
teaching strategies and the theories that drive them, there has been little done to develop
assessment approaches that would revolutionize students’ learning experiences. Evidence-
based principles of assessment can bridge this gap. Tam’s (2014) review (developed out of an
analysis of the scholarship on outcomes-based assessment and geared towards practitioners
and assessment/curriculum designers in postsecondary education contexts) asserts that
principles form the theoretical and empirical basis for assessment as a way to focus learning on
a student-centred approach. The intellectual spaces between principles and practice are active
places. Rowland (1999) would describe that space as hosting a three-way interaction among
among the “personal” practice, the “public” principles, and a “shared” network of practice
where ideas about principles and practice can be discussed and tested. This interaction is
essential to improving both practice and the principles that guide it.

The Importance of the Principles of Assessment

Praslova (2010) emphasizes that a culture shift is taking place in postsecondary
education, one that places an institutional-focus on sustainable efforts to enhance student
learning. Given the impact of assessment practices on learning, the implementation of
evidence-based principles of student assessment is a high-potential lever in improving the
overall quality of student learning (Heinrichs et al., 2015). However, Luth (2010) contends that
principles of assessment are relevant only insofar as they are clearly articulated, implemented,
monitored, evaluated and entrenched at the institutional level. Moreover, each principle
should elicit wider discussion that ultimately forms the basis for how best to move forward with
relevant assessment processes and practices in the context of individual programs and courses.

According to Boud and Associates (2010), universities are challenged to integrate

research evidence on the centrality of assessment as “one of the most significant influences on

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Guiding Principles for Assessment of Students’ Learning
students’ experiences of higher education” (para. 3). Moreover, guiding principles of
assessment are important from a conceptual standpoint because, according to Ndoye and
Parker (2010), “Creating an effective assessment system at the school, college or institutional
level requires the articulation of a shared conceptual understanding, a common definition of
assessment, and the clear expression of assessment expectations and the use of results” (p. 29).
The articulation of principles of assessment in postsecondary education responds to a growing
generalized sophistication of assessment evidenced in diverse strategies (e.g. peer assessment,
self-assessment, portfolios) that arise out of the shift from outcomes-focused education to a
student-learning centred focus, and a need to sustain a shared vision of assessment (Ndoye &
Parker, 2010). Such principles of assessment serve as guides for establishing assessment
procedures, clarifying thinking, and promoting discussion about assessment practices that best
support student learning (Stowell, 2004).

The call for a university-wide commitment to principles of assessment in no way

diminishes the impact of the exemplary assessment practices of individual teachers. However,
envisioning, implementing and managing change in assessment practice “must be woven into
the fabric of our institutions, rather than reliance on individuals operating in isolation”
(Williams et al., 2013, p. 50). While both the practice of individual academic staff and the
articulation of institutional guidelines on assessment are necessary components of enhancing
student learning, it is indeed the reciprocal “weaving” of principles and highly contextualized
practices by individual teachers, programs of study and institutional policies that are necessary
if change is to be successfully implemented (Simmons, 2016) and sustained (Kenny, Watson &
Desmarais, 2016). Widespread shifts in assessment culture are buttressed by the combined
efforts of networks of scholars working towards a common vision, and of leaders at all levels
who work hard at “articulating a compelling vision; communicating the importance of making a
shift; setting explicit guidelines for success; and providing appropriate financial, structural,
strategic, and procedural resources” (Kenny, Watson & Desmarais, 2016, p. 88). To achieve this
integration, principles of assessment must be considered and implemented by governing
bodies, and reflected in administrative procedures and assessment practices throughout an
institution. In other words, these principles should not sit on a shelf and gather dust. We must
do something with them (Ndoye & Parker, 2010).

Clearly, existing scholarship on the topic of guiding principles of for the assessment of
students’ learning at the university level identifies compelling topics for both individual
consideration, and collaborative dialogue. We have provided an overview of what these
assessment principles are, why and to whom they are important, and how we could use them
to improve student learning experiences. Significantly, we identified a notable shift in the

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Guiding Principles for Assessment of Students’ Learning
culture of university education in regards to evolving priorities in assessment practices - a
culture shift that is now focused on supporting and improving student learning as opposed to
simply measuring and evaluating performance. Additionally, we highlighted the prominence of
assessment practices as a way to enhance students’ learning and their university learning
experiences. If, as an institution, we commit to making meaningful and effective assessment an
intentional, well-articulated goal, we will derive a number of benefits. When common principles
are entrenched in our planning documents and embedded in our institutional culture, program
goals, curriculum, and the minds of policy leaders and teachers alike, then we can better ensure
that our students perceive the assessment process as an opportunity for further learning,
rather than one that focuses primarily on anxiety and stress. This guide is an invitation to
further discussion about how individual teachers and programs can use clearly articulated
assessment principles to inform the diverse practices that characterize the assessment of
learning.

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