Assessment for distinctiveness: recognising diversity of accomplishments

Jorre de St Jorre, T; Boud, D; Johnson, ED

Assessment for distinctiveness: recognising diversity of accomplishments

Jorre de St Jorre, T Boud, D

Johnson, ED

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Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Jorre de St Jorre, T	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Johnson, ED	en_US
dc.date.accessioned	2020-03-28T07:01:37Z
dc.date.available	2020-08-31T19:08:13Z
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Studies in Higher Education, 2019	en_US
dc.identifier.issn	0307-5079	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139574
dc.description.abstract	© 2019, © 2019 Society for Research into Higher Education. Universities have responded to the expansion of higher education and restructuring of the labour market by redesigning curriculum to better emphasise transferable skills and embed pedagogies that contribute to graduate employability. However, the ways in which universities judge and share achievement still provides poor evidence of what students can do or the skills and personal attributes that inform job recruitment decisions. Furthermore, assessment provides little opportunity for students to develop the self-knowledge or evaluative judgement needed to portray their professional identity to different audiences. In this paper, we examine shortcomings of current approaches to assessment and propose four principles for redesign of ‘assessment for distinctiveness’ that recognises students’ unique and complex achievements in ways that are relevant to employers, and enable students to understand and appropriately portray their achievements for different audiences.	en_US
dc.relation.ispartof	Studies in Higher Education	en_US
dc.relation.isbasedon	10.1080/03075079.2019.1689385	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Education	en_US
dc.title	Assessment for distinctiveness: recognising diversity of accomplishments	en_US
dc.type	Journal Article
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2019, © 2019 Society for Research into Higher Education. Universities have responded to the expansion of higher education and restructuring of the labour market by redesigning curriculum to better emphasise transferable skills and embed pedagogies that contribute to graduate employability. However, the ways in which universities judge and share achievement still provides poor evidence of what students can do or the skills and personal attributes that inform job recruitment decisions. Furthermore, assessment provides little opportunity for students to develop the self-knowledge or evaluative judgement needed to portray their professional identity to different audiences. In this paper, we examine shortcomings of current approaches to assessment and propose four principles for redesign of ‘assessment for distinctiveness’ that recognises students’ unique and complex achievements in ways that are relevant to employers, and enable students to understand and appropriately portray their achievements for different audiences.

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http://hdl.handle.net/10453/139574