ASSESSMENT FOR LEARNING IN HIGHER EDUCATION: A THEORETICAL APPROACH

Abstract

This article examines the theoretical foundations of Assessment for Learning (AfL) in higher education. It highlights the need to move from traditional assessment of learning outcomes toward assessment practices aimed at supporting and enhancing the learning process. The study discusses the core principles of AfL, including formative assessment, effective feedback and students’ active involvement in assessment. The theoretical framework of the article is based on the works of Wiliam (2011) and Flórez and Sammons (2013). The paper explores the role of assessment aimed at supporting learning in improving teaching and learning and its implications for the development of assessment criteria. The findings of the study provide a theoretical basis for improving assessment practices in higher education.