ASSESSMENT PRACTICES IN HUMAN-CENTRIC EDUCATION

Abstract

This chapter examines how assessment can be rethought through a more human-centred lens—one that places students, rather than systems, at the core of the learning process. Rather than treating assessment as a final checkpoint, it considers how evaluation can actively support growth, identity, and engagement. Particular attention is given to authentic forms of assessment—tasks that resemble real-life situations—as well as culturally responsive practices that recognize the diversity of learners’ experiences. Feedback is treated as central, not supplementary, especially when it is timely and usable. In many cases, smaller, continuous feedback cycles appear to be more impactful than high-stakes grading. Alongside these ideas, practical tools such as rubrics, clear criteria, and transparent expectations are explored. At the same time, the chapter does not ignore emerging concerns, especially around technology use in assessment, where issues of privacy, bias, and fairness remain unresolved. A few classroom-based examples are included to ground the discussion, followed by a reflection on common constraints such as time pressure and rigid policies. The chapter concludes with suggestions aimed at helping educators move toward more balanced and meaningful assessment practices.