Assessment as Learning Maximising Opportunities for Student Learning and Achievement

1. Assessment-as-Learning in the Global Assessment Reforms  Part I Revisiting Assessment-as-Learning from New Perspectives  2. Conceptualising Assessment-as-Learning  3. Assessment-as-Learning for the Development of Students' Evaluative Judgement  4. Assessments Cause and Contribute to Learning: If Only We Let Them  5. The Role of Feedback Orientation in Converting External Feedback to Learning Opportunities for Implementing Assessment-as-Learning in the Context of Feedback  Part II Meeting the Challenge of Implementation  6. Interplay between Students' Perceived Utility, Accountability, Self-Efficacy and Social Awareness when Engaged with Peer Feedback: A Qualitative Interpretation  7. Designing Nested Tasks to Facilitate Students' Mega-Cognitive Development: Assessment-as-Learning Practice from Two Award-Winning University Teachers  8. Dancing with Chains: How Does Assessment-as-Learning Fit in China?  9. Fostering Student Evaluative Judgement through Assessment-as-Learning in Tertiary English Language Classroom  10. The Conceptualisation of Student Self-Assessment Literacy: A Case Study of Chinese Undergraduates  11. Assessment-as-Learning through the Lens of Self-Regulated Learning: The Role of Normative Competence  12. Involved and Autonomy-Supportive Teachers Make Reflective Students: Linking Need-Supportive Teacher Practices to Student Self-Assessment Practices  13. Changing External Feedback to Learning Opportunities: A Study on Filipino University Students' Feedback Orientation  14. Harnessing the Learning Potential of Feedback: Dedicated Improvement and Reflection Time (DIRT) in Classroom Practice  15. Synchronous Self-Assessment: Assessment from the Other Side of the Mirror  16. Supporting Quality of Learning by Letting Students Give their Own Grades - An Innovative Self-Assessment Model in University Mathematics  17. Supporting Students to Use Assessment-as-Learning  18. The Reciprocal Nature of Assessment-as-Learning and Feedback Literacy: Case Studies from Higher Education in Australia