Learning‐Oriented Assessment

Abstract Learning‐oriented assessment (LOA) is an integrative approach that aligns assessment with teaching and learning, aiming to promote student learning through assessment practices. Rather than viewing assessment solely as a tool for measurement, LOA positions learners and their learning processes at the center of assessment design and use. While related approaches emphasize feedback and instructional adjustment, LOA extends these principles by highlighting how assessment tasks themselves can actively elicit, support, and make learning visible. In this sense, assessment is not merely responsive to learning but plays a formative role in shaping it. Initial formulations of LOA underscored the importance of purposeful task design, student engagement, and meaningful feedback, particularly in higher education contexts. More recent developments have broadened the scope of LOA into a comprehensive, systemic framework that accounts for both macro‐level factors, such as educational policy and curricular standards, and micro‐level classroom processes, including interaction and learner engagement. Contemporary LOA frameworks conceptualize assessment as a multidimensional system encompassing contextual, cognitive, instructional, affective, social, and technological elements. Collectively, these dimensions illustrate how assessment can foster learning through feedback, interaction, reflection, and agency across diverse educational contexts. Overall, LOA emphasizes the design of assessment practices that not only evaluate achievement but also actively advance learning.