Learning through life is socially situated and dynamically embedded in everyday tasks and real-life contexts, in contrast with the abstract character of classroom learning in higher education.
To prepare students for lifelong learning, scholars have argued that assessments should be attuned to the dynamic and rapidly changing contexts of the 21st century workplace.
It should also incorporate active student involvement, including through peer assessment and self-assessment; and it should embrace the idea of feedback as “feedforward”, where feedback is not merely a review and grading of completed assessments, but incorporates insights and guidance that learners can take forward into future tasks and situations”
(Kolade et al., 2024, p. 2)
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