ABSTRACT
In this chapter I would like to examine the differences between conventional assessment practices and participative assessment in terms of the pedagogical assumption associated with participative assessment but also, more specifically, from the point of view of the learners’ experience. As I will discuss in more detail below, assessment requirements have frequently been shown to be an important influence on the approach that learners adopt to learning within conventional higher education courses and programmes. However, learners’ experience of participative assessment within the context of learner-centred or less traditional courses has not been studied to the same extent. Whether or not their experience of participative assessment influences their learning approach in similar ways as for some learners within the context of more traditional courses has not really been considered.
