Fitness for Purpose in the Assessment of Learning: students as stakeholders

Abstract

A fitness‐for‐purpose approach to determining the quality of assessment practices in higher education requires the consideration of the perspectives of a range of stakeholders including students. Empirical data from case studies of assessment in practice are used to illuminate the student stakeholder viewpoint. Students judge assessment in terms of its effects on learning and motivation; the extent of openness and clarity; the feedback and guidance provided; and the content, form and accuracy of the assessment and its feasibility. It is suggested that students readily identify a range of purposes for assessment, which would be widely regarded as educationally sound, and that they do make judgements about how well purposes are met. Students should, therefore, be considered as valid stakeholders in the process of determining and maintaining quality in assessment.