Alternative Perspectives on Learning Outcomes: Challenges for Assessment

Autor/inn/en	Daugherty, Richard; Black, Paul; Ecclestone, Kathryn; James, Mary; Newton, Paul
Titel	Alternative Perspectives on Learning Outcomes: Challenges for Assessment
Quelle	In: Curriculum Journal, 19 (2008) 4, S.243-254 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	Foreign Countries; Vocational Education; Outcomes of Education; Higher Education; Evaluation; Accountability; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Verantwortung; Case study; Fallstudie; Case Study; Großbritannien
Abstract	In discussing the relationship between curriculum and assessment it is commonly argued that assessment should be aligned to curriculum or, alternatively, that they should be congruent with each other. This article explores that relationship in five educational contexts in the UK and in Europe, ranging across school education, workplace learning, vocational education and higher education. Four main themes are highlighted: construct definition, progression, assessment procedures, and system-level accountability. What emerges from the five case studies under review is a multi-layered process of knowledge being constructed in diverse ways at different levels in each context. The article concludes that, rather than thinking in terms of either alignment or congruence, these relationships are better understood in terms of non-linear systems embracing curriculum, pedagogy and assessment. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10