Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 8 2024 10 01 The Concept of Assessment as Learning: Educator Perspectives From a Phenomenological Lens The Concept of Assessment as Learning: Educator Perspectives From a Phenomenological Lens 1 9 EN Journal Article 2024 08 14 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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