LEARNING-ORIENTED ASSESSMENT IN HIGHER EDUCATION

This paper examines learning-oriented assessment in higher education and its role in supporting teaching and learning. Unlike traditional assessment focused on measuring outcomes, learning-oriented assessment emphasizes the use of assessment to promote learning during the instructional process. The study is based on a theoretical analysis of key academic literature on formative and learning-oriented assessment. The paper outlines the main principles of learning-oriented assessment, including clear assessment criteria, effective feedback and student involvement in assessment activities. Special attention is given to feedback as a key mechanism for improving learning and supporting student self-regulation. The findings indicate that learning-oriented assessment can enhance learning quality, student engagement and assessment transparency in higher education. The paper highlights the importance of integrating learning-oriented assessment into teaching practices and assessment policies.