Skip to main content

Site navigation

  • University of Technology Sydney home
  • Home

    Home
  • For students

  • For industry

  • Research

Explore

  • Courses
  • Events
  • News
  • Stories
  • People

For you

  • Libraryarrow_right_alt
  • Staffarrow_right_alt
  • Alumniarrow_right_alt
  • Current studentsarrow_right_alt
  • Study at UTS

    • arrow_right_alt Find a course
    • arrow_right_alt Course areas
    • arrow_right_alt Undergraduate students
    • arrow_right_alt Postgraduate students
    • arrow_right_alt Research Masters and PhD
    • arrow_right_alt Online study and short courses
  • Student information

    • arrow_right_alt Current students
    • arrow_right_alt New UTS students
    • arrow_right_alt Graduates (Alumni)
    • arrow_right_alt High school students
    • arrow_right_alt Indigenous students
    • arrow_right_alt International students
  • Admissions

    • arrow_right_alt How to apply
    • arrow_right_alt Entry pathways
    • arrow_right_alt Eligibility
arrow_right_altVisit our hub for students

For you

  • Libraryarrow_right_alt
  • Staffarrow_right_alt
  • Alumniarrow_right_alt
  • Current studentsarrow_right_alt

POPULAR LINKS

  • Apply for a coursearrow_right_alt
  • Current studentsarrow_right_alt
  • Scholarshipsarrow_right_alt
  • Featured industries

    • arrow_right_alt Agriculture and food
    • arrow_right_alt Defence and space
    • arrow_right_alt Energy and transport
    • arrow_right_alt Government and policy
    • arrow_right_alt Health and medical
    • arrow_right_alt Corporate training
  • Explore

    • arrow_right_alt Tech Central
    • arrow_right_alt Case studies
    • arrow_right_alt Research
arrow_right_altVisit our hub for industry

For you

  • Libraryarrow_right_alt
  • Staffarrow_right_alt
  • Alumniarrow_right_alt
  • Current studentsarrow_right_alt

POPULAR LINKS

  • Find a UTS expertarrow_right_alt
  • Partner with usarrow_right_alt
  • Explore

    • arrow_right_alt Explore our research
    • arrow_right_alt Research centres and institutes
    • arrow_right_alt Graduate research
    • arrow_right_alt Research partnerships
arrow_right_altVisit our hub for research

For you

  • Libraryarrow_right_alt
  • Staffarrow_right_alt
  • Alumniarrow_right_alt
  • Current studentsarrow_right_alt

POPULAR LINKS

  • Find a UTS expertarrow_right_alt
  • Research centres and institutesarrow_right_alt
  • University of Technology Sydney home
Explore the University of Technology Sydney
Category Filters:
University of Technology Sydney home University of Technology Sydney home
  1. home
  2. arrow_forward_ios ... About UTS
  3. arrow_forward_ios ... UTS Vision
  4. arrow_forward_ios ... Learning and teaching
  5. arrow_forward_ios Overview
  6. arrow_forward_ios Conceptual framework

Conceptual framework

explore
  • Overview
    • Conceptual framework
      • arrow_forward Taking a practice view of assessment
      • arrow_forward Towards informed judgement
    • Designing and redesigning assessments
      • arrow_forward Assessment as a process
      • arrow_forward Checklist for institutions
      • arrow_forward Considerations
      • arrow_forward Convincing staff and managers
      • arrow_forward Convincing students
      • arrow_forward Grading and exams
      • arrow_forward Issues for students to consider
      • arrow_forward Preparing tasks
      • arrow_forward Reviewing assessment tasks
      • arrow_forward Start early
      • arrow_forward Using feedback
    • arrow_forward Examples by subject area
    • Key assessment elements
      • arrow_forward Authentic activities
      • arrow_forward Engaging students
      • arrow_forward Giving and receiving feedback
      • arrow_forward Integrative tasks
      • arrow_forward Learning and judgement
      • arrow_forward Modelling and practice
      • arrow_forward Students design assessments
      • arrow_forward Working with peers
    • arrow_forward Share with us

 

What is the rationale for Assessment Futures?

Assessment Futures is based on the proposition that assessment in higher education has been so distorted by concerns about certification and justification that the core purposes at the heart of higher education and, necessarily, assessment have been obscured. Whatever else it does, assessment must support learning. More than this, it must support the processes of learning that students need beyond the point of graduation. Assessment must foster the kinds of attitudes and dispositions, as well as the knowledge and skills, learners need for the variety of tasks they will be confronted with throughout their lives. This means that our conception of assessment needs to move beyond that of testing what has been taught, or measuring learning outcomes, to encompass one that builds the capacity of students to be effective assessors for themselves and for others.

This does not mean that certification of students is not important, or that we should not do it well. Rather, it means that before assessment is subject to other requirements it must foster the kinds of learning and the building of capacity that students need to make judgements. Therefore, the first question to be asked of assessment should never be: Is it reliable and consistent? Instead, we should ask: Does assessment do what we want it to do in terms of promoting the kinds of learning that are desired for the longer term? If it doesn’t do this, then there is no point in moving to other questions.

Building the capacity of students to be effective assessors for themselves and others is the raison d’être of Assessment Futures. It provides ways of thinking about assessment activities within this new frame. This is not meant to imply that what we have been doing already is not useful and worthwhile, but that we need to see assessment through a new lens, and that the use of such a lens may lead us to making some alterations to what we do. Assessment Futures is not about new techniques or assessment methods, but about ensuring that what we do in assessment is always subordinated to the main goal of higher education, which is to develop educated citizens who can face the many challenges of a complex and changing society.

What are the key conceptual features?

Assessment for learning in the longer term has four key conceptual features that are based on the following assumptions:
•    assessment must contribute positively to students’ learning, 
•    it needs to take a view of what is to be learned and how it is to be learned beyond the time scale of the current course unit, 
•    it must develop students' ability to make judgements about what constitutes good work, 
•    it must position students as active learners, and 
•    it  must engage students in the process of seeing themselves as people who will contribute to practice, whatever that practice might be.

These key conceptual features are:
1. Assessment should be sustainable
2. Assessment should develop informed judgement
3. Assessment should construct reflexive learners
4. Assessment needs to form the becoming practitioner

Further discussion of some of these ideas can be found in:

Boud, D. and Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education, Sydney: Australian Learning and Teaching Council. 
Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22, 2: 151-167.
Boud, D. and Falchikov, N. (2006) Aligning assessment with long-term learning, Assessment and Evaluation in Higher Education, 31, 4: 399-413.
Boud, D. (2007) Reframing assessment as if learning were important, in D. Boud & N. Falchikov (eds) Rethinking Assessment for Higher Education: Learning for the Longer Term. London: Routledge, pp. 14-25.
Boud, D. and Falchikov, N. (2007) Developing assessment for informing judgement, in D. Boud and N. Falchikov (eds)Rethinking Assessment for Higher Education: Learning for the Longer Term. London: Routledge, pp. 181-197.
Boud, D. (2009) How can practice reshape assessment? In G. Joughin (ed.) Assessment, Learning and Judgement in Higher Education. Dordrecht: Springer.

Acknowledgement of Country

UTS acknowledges the Gadigal People of the Eora Nation and the Boorooberongal People of the Dharug Nation upon whose ancestral lands our campuses now stand. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands. 

University of Technology Sydney

City Campus

15 Broadway, Ultimo, NSW 2007

Get in touch with UTS

Follow us

  • Instagram
  • LinkedIn
  • YouTube
  • Facebook

A member of

  • Australian Technology Network
Use arrow keys to navigate within each column of links. Press Tab to move between columns.

Study

  • Find a course
  • Undergraduate
  • Postgraduate
  • How to apply
  • Scholarships and prizes
  • International students
  • Campus maps
  • Accommodation

Engage

  • Find an expert
  • Industry
  • News
  • Events
  • Experience UTS
  • Research
  • Stories
  • Alumni

About

  • Who we are
  • Faculties
  • Learning and teaching
  • Sustainability
  • Initiatives
  • Equity, diversity and inclusion
  • Campus and locations
  • Awards and rankings
  • UTS governance

Staff and students

  • Current students
  • Help and support
  • Library
  • Policies
  • StaffConnect
  • Working at UTS
  • UTS Handbook
  • Contact us
  • Copyright © 2025
  • ABN: 77 257 686 961
  • CRICOS provider number: 00099F
  • TEQSA provider number: PRV12060
  • TEQSA category: Australian University
  • Privacy
  • Copyright
  • Disclaimer
  • Accessibility