Adopting a feedback driven paradigm: recasting the role of assessment data

In this brief response to David Rose's article, I focus in particular on the misrepresentation of the role of feedback. Indeed, the shifting from an assessment-driven paradigm to one that is feedback-driven could offer an answer to some of David Rose's concerns that there is a dangerous focus on the generation and interpretation of assessment data, which ultimately serve purposes other than pedagogical. Extant literature has identified feedback as a key element of successful instructional practices, and is closely associated with improvement in student learning outcomes. Despite this, it is often thought of as a side effect or incidental practice associated with assessment. In response, I propose that we recast assessment, not as the goal, but as an opportunity to engage in feedback.