Assessment for developing practice

Boud, DJ

Assessment for developing practice

Boud, DJ

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Publisher:: Sense Publishers
Publication Type:: Chapter
Citation:: Education for Future Practice, 2010, First, pp. 251 - 262
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Boud, DJ https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.editor	Higgs, J	en_US
dc.contributor.editor	Fish, D	en_US
dc.contributor.editor	Goulter, I	en_US
dc.contributor.editor	Loftus, S	en_US
dc.contributor.editor	Reid, JA	en_US
dc.contributor.editor	Trede, F	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Education for Future Practice, 2010, First, pp. 251 - 262	en_US
dc.identifier.isbn	978-94-6091-318-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/14326
dc.description.abstract	In this chapter I argue that assessment should be oriented towards developing practice, even when the particularities of practice and the specific contexts for practice are not known. Indeed, a future-orientation is especially required when the specific demands of practice are unknown and unknowable. Assessment needs to do more than cel1iry; it also has an essential educational role that, if neglected, means that students are not prepared for the uncertainties they face. The emphasis needs to be on the processes of acquisition of knowledge and skills and how learners can develop their own capabilities and those of others. Such an orientation has profound implications for the way assessment in higher education is conducted, both in initial and continuing professional education.	en_US
dc.publisher	Sense Publishers	en_US
dc.relation.ispartof	Education for Future Practice	en_US
dc.title	Assessment for developing practice	en_US
dc.type	Chapter
utslib.location	Rotterdam	en_US
utslib.for	13 Education	en_US
utslib.citation.edition	First	en_US
dc.location.activity	Gammath
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.consider-herdc	true	en_US
pubs.edition	First	en_US
pubs.place-of-publication	Rotterdam	en_US

Abstract:

In this chapter I argue that assessment should be oriented towards developing practice, even when the particularities of practice and the specific contexts for practice are not known. Indeed, a future-orientation is especially required when the specific demands of practice are unknown and unknowable. Assessment needs to do more than cel1iry; it also has an essential educational role that, if neglected, means that students are not prepared for the uncertainties they face. The emphasis needs to be on the processes of acquisition of knowledge and skills and how learners can develop their own capabilities and those of others. Such an orientation has profound implications for the way assessment in higher education is conducted, both in initial and continuing professional education.

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http://hdl.handle.net/10453/14326