Neurophysiological affordances for assessment design and feedback: Biomarkers of student learning

An important role of assessment is to measure changes in cognitive functioning over time. Current prevalent assessment methods for measuring change and learning progress are primarily characterised by institution-based or standardised tests. Even though education systems globally have introduced alternative modes of assessment, these components predominantly aggregate towards high-stakes behavioural assessments, which inadvertently obscure the dynamic nature of individual cognitive engagements over time, limits dynamic change tracking of individuals’ learning, and remains opaque in unpacking underlying mechanisms of learning. This chapter aims to inform a science-based understanding of the possibilities of complementary cutting-edge assessment tools in education, through an articulation of neural-physiological modalities that can move us closer towards augmenting assessment possibilities, including catalysing ‘assessment-capabilities’ to vitalise one's own learning trajectory.