7: Assessment of and for learning - Fleksibel utdanning Norge

Assessment can be considered part of the learning situation – both continuously during the process and on conclusion. Flexibility in assessment may concern the timing of the final assessment, the choice of assessment form and requirements, the importance of submissions and exams for the final result etc. (Li and Wong, 2018) (18)

Assessment has often previously been understood as a final assessment, while a distinction is now made between assessment of and for learning. These two forms of assessment have different purposes. Assessment of learning means that the student gets to shows his or her competence, indicating goal achievement. Goal achievement refers to the level of competence the individual has achieved. Assessment for learning is based on an understanding that knowledge is developed during a learning process. According to Nancy Falchikov (19), assessment for learning supports the learning process if the purpose is to identify areas and potential for improvement.

There is broad consensus today that assessment of and for learning in education has three main goals:

  1. To promote learning: formative assessment and final assessment
  2. To inform and provide certification for further education and work: final assessment 
  3. To provide information as a basis for quality development and management: evaluation or quality assessment.


  1. 18

    NIFU Working paper 2021:18 https://nifu.brage.unit.no/nifu-xmlui/handle/11250/2838399 (Retrieved 4 May 2023)

  2. 19

    Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge.

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