Contradictions of assessment for learning in institutions of higher learning

Assessment is a field of contradictions. In this chapter I address the question of why the introduction of assessment for learning in institutions of higher learning today is considered an educational innovation. In recent years a variety of assessment forms – such as portfolios, peer assessment, self-assessment and authentic assessment – have been advocated as major innovations to promote student learning. While such learning-enhancing forms of assessment may not have been commonplace in higher education earlier, and may encounter resistance even today, it becomes relevant to discuss the socio-political practice of assessment in a historical and social context.