The use of Web 2.0 communication practices in assessment may offer a new approach
to assessment ‘as’ learning, a goal for assessment that is more highly valued than
assessment ‘of’ and even ‘for’ learning in the literature. This paper describes a case
study of a wiki-writing assignment that aimed to achieve this goal. The stakes were
high, in that the assignment was worth 100% of the mark and the assignment was set
for a group of tertiary teachers who were enrolled in a unit of study about student
assessment as part of a Graduate Certificate in Tertiary Education. This paper analyses
how the wiki-writing assignment shaped assessment ‘as’ learning in four ways,
through: finding a language for talking about assessment; collaboration (interaction);
dialogue (expression); and inquiry learning (cognition).