ABSTRACT
The analysis describes the broad consensus which is currently emerging about the nature of the educational changes which are necessary for the creation of a ‘learning society’ and contrasts this vision with the contemporary reality of an education system which is every day more constrained by formal assessment. The implications of these tightening bonds for the development of universities in the third millennium are explored in terms of research evidence which documents the impact of conventional forms of assessment on student learning. The argument is made that this emphasis on ‘categoric’ assessment is fundamentally incompatible with aspirations towards the creation of a ‘learning society’. This is partly because institutions must necessarily give their attention to obtaining high scores and cannot risk the substantial changes in the reorganisation of teaching and learning that an ‘empowering’ educational environment would arguably require and partly because of the power of the prevailing assessment discourse to define priorities. The article uses Lyotard’s concept of ‘performativity’ to examine these contemporary tensions in higher education, their origins and potential significance for the creation of a ‘learning society’.
