The Concept of Assessment as Learning: Educator Perspectives From a Phenomenological Lens
Keywords:
Assessment as learning, self-regulation, formative feedback, learner autonomy, phenomenology, educator perspectives, qualitative research, TehranAbstract
This study aimed to explore educators’ perspectives on the concept of assessment as learning through a
phenomenological lens to understand how it is conceptualized, enacted, and experienced within
classroom contexts. A qualitative phenomenological research design was employed. Data were collected
through semi-structured interviews with 27 educators from various schools in Tehran. Participants were
purposefully selected to ensure diverse teaching backgrounds. Interviews were audio-recorded,
transcribed verbatim, and analyzed thematically using NVivo software. Data collection and analysis
continued until theoretical saturation was reached. Three main themes emerged from the analysis: (1)
Pedagogical foundations of assessment as learning, including emphasis on self-regulation, formative
feedback, learner autonomy, integrated assessment, shifts in educator roles, and purposeful assessment
design; (2) Challenges and constraints such as institutional barriers, professional development needs,
student readiness, resource limitations, assessment culture, and equity concerns; and (3) Perceived
outcomes and impacts including deepened learning, increased student engagement, enhanced
motivation, improved metacognition, and strengthened classroom relationships. Educators recognized
the potential of assessment as learning to foster learner agency and deeper engagement but identified
significant systemic and cultural obstacles that limit its full implementation. The study highlights
educators’ sophisticated understanding of assessment as learning and its benefits for student autonomy
and metacognitive development. However, institutional, cultural, and resource-related constraints pose
challenges that require systemic support. Professional development, collaborative communities, and
aligned policies are critical to enable meaningful adoption of assessment as learning. These findings
provide valuable insights for educational stakeholders aiming to promote learner-centered assessment
practices.
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