期刊名称：Annual Review of Education, Communication and Language Sciences
电子版ISSN：1743-159X
出版年度：2014
卷号：11
页码：90-106
出版社：Newcastle University
摘要：Through its course of development, assessment has exerted its powerful impact on the meritocratic selection in feudal societies and the promotion of learning in contemporary contexts (Messick, 1999). Though being known to exist as an extremely complex phenomenon, assessment has been mentioned to touch upon different but related facets of learners' identities such as learning approach, motivation, anxiety, and the sense of success and failure. The following literature review will highlight the consequences of assessment in relation to four roughly divided aspects of the learners' identities: the cognitive, affective, behavioural, and socio-cultural, which is roughly based on the understanding of the 'dialogical self' as including the rational and emotional inner part and its presentation in the societal environment (Hermans, 2001), as well as the inter-relation between assessment and learner identity in its entirety in a limited number of articles. As this field is rather under-researched, this review will incorporate studies conducted at various levels of the education system, yet more focus is placed on higher education contexts.
