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This paper focuses on the potential of the learning aspects of assessment. The term 'learning-oriented assessment' is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer- or self-evaluators; and feedback as feedforward. I also indicate how learning-oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implications for practice are discussed through a focus on how learning-oriented assessment can be implemented at the module level.