ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book draws on research in both higher education and school education from nine countries/regions across the Asia-Pacific region and Europe. It provides a wide coverage of diversified perspectives and practices regarding assessment-as-learning. The book proposes a new view of assessment-as-learning which draws from both traditions in higher education and school education. It explores how assessment-as-learning can be deployed to foster students' evaluative judgements. Boud compares features of assessment-as-learning with those of developing evaluative judgement and sets out criteria for examining how assessment-as-learning can have a longer-term benefit for students. The book investigates assessment-as-learning from the perspective of metacognition or self-regulation. Wang and Xu depict the interactions between assessment-as-learning task design and metacognition. The book highlights the pivotal role of assessment-as-learning in maximising students' learning opportunities and achievement.
