Welcome to this, the sixth edition of Innovative Learning in Action (ILIA) which focuses our attention on the theme of innovative practice in assessment. On the face of it, innovative assessment may be regarded as any form of assessment which involves the application of a new technique, method or tool. However, to quote Graham Mohl (2007): ‘Innovative assessment is not just some trendy new technique dreamt-up purely to save on the amount of time teachers spend on marking, it is a genuine attempt to improve quality of learning in higher education. If we do save time in the process then all the better for our own learning.’ http://www.city.londonmet.ac.uk/deliberation
s/assessment/mowl_index.html.
The range of work in this edition of ILIA demonstrates how colleagues are readily embracing this fundamental principle.
These papers and snapshots show us how contributors are actively exploring, reviewing and modifying their practice to address assessment principles and strategies helping
to produce active learners who are reasoning, critical, highly motivated, capable of self-evaluation and equipped with transferable skills to enable them to flourish in the 21st century global economy. Whilst covering diverse and extensive territory both conceptually and practically, in their entirety these works share common ground in embracing the notion of ‘the redistribution of educational power’ (Heron, 1981). Assessment therefore becomes something which is not simply ‘done to’ students, but it is also ‘done by’ and ‘done with’ students (Harris and Bell, 1990) and is as much about enhancing the quality of their learning as it is about measuring their performance.
Some of these works may challenge traditional positions and approaches and in so doing I hope they will provide you
with a stimulating and thought-provoking opportunity to reflect on practice and student learning
