A human-centred approach to educational evaluation focuses on developing systems of feedback and learning review to support students’ learning and improve teaching. It challenges the use of testing as the primary way of assessing and measuring students’ learning. See our latest book Beyond the Tyranny of Testing: Relational Evaluation in Education” published by the Oxford University Press. Relational orientation to educational evaluation can enhance learning processes, sustain students’ engagement in learning, and enrich the myriad meaningful relationships in education. Dialogic and collaborative approaches to evaluation include formative feedback from teachers; peer-to-peer feedback; student-led learning review; integrating ‘the hundred languages of children’ in expressing their learning, and so forth. A human-centred approach also encourages more active self-evaluation in terms of the one’s own past (ipsative feedback). It is ‘vertical’, in relation to one’s own prior learning, rather than ‘horizontal’, in comparison to other students. Thus educational evaluation does not encourage competition, nor any negative emotions associated with competition, such as fear, judgement, envy, resentment, or inferiority.

Feedback for students

Feedback for teachers

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