If Assessment Is Learning, Then What
Bibliographic Data
| ID | 22048540 |
|---|---|
| Authors | Liam McCarthy (0000-0001-8067-1629, Leeds Beckett University, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Pages | 480 |
| Publication date | 2025-04-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15040480 |
| OpenAlex | W4409411242 |
| Language | EN |
| Citations received | 1 |
| References cited | 56 |
While recognizing both the difficult yet important nature of sport coaches’ work, as they seek to achieve a wide range of positive outcomes across different participant populations and domains, it is important to acknowledge the value of professional development. As quality coaching becomes an increasingly important agenda item for sport coaching stakeholders, these learning opportunities have come under increased scrutiny. For example, there is growing interest in the role and function of assessment as a consistent feature of these programs. While appearing to be burdened by the legacy of educational concepts such as assessment for learning (formative assessment) and assessment of learning (summative assessment), which depict learning and assessment as distinct entities, the present article sets out to make a compelling case that learning and assessment are one and the same thing. In doing so, this article revisits and summarizes a body of recent work that proposes concepts with which to build a new approach and points to examples of such an approach in action. Engaging in the process of conceptual development, the article will then offer an assessment as learning metaphor for the attention of coach education and development program designers and facilitators. Through engagement with this work, readers are encouraged to reframe and reposition the role, function, and practice of assessment. In doing so, they are invited to consider how they would facilitate assessment opportunities differently if they were considered to be learning opportunities in their own right
Mathematics education · Pedagogy · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Formative assessment
Coach Education and Continuing Professional Development
Sustainable Assessment
Learning‐oriented assessment
Formative Assessment
Project-Based Learning for the 21st Century
Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
The Routledge Handbook of Metaphor and Language
Coach experiences of formal coach education developed by national governing bodies
National coaching certification program in Canada
Assessment and Empowerment
Coaches' experiences of formal coach education
Learning-to-learn strategies as a basis for effective lifelong learning
The Role of Assessment in a Learning Culture
Writing the Conceptual Article
Motivating Project-Based Learning
What is the explanatory value of a conceptual metaphor
Formative assessment and self-regulated learning
Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |