ABSTRACT
Assessment is a significant factor in students’ experiences of academic study and participation in higher education. Assessment influences students’ experiences of engagement, and their engagement influences the ways in which they regard assessment. Trowler and Trowler (2010) identify two dimensions of engagement that are particularly relevant to assessment. One dimension is individual engagement with learning activities and subject matter, where assessment is significantly involved. The second is engagement through participation and development of identity. Mann (2001) argues that pedagogic practices, and especially assessment, need to be reconfigured to reduce student alienation and promote engagement.
