Executive summary This project builds on the “six dimensions of assessment” model from the research project entitled “Assessment for the changing nature of work” (Bound, Chia, & Karmel, 2016). In this project, we seek to develop this six dimensions of assessment model into assessment heuristics for practitioners, to enable them reflect on their thinking, approaches and assumptions about assessment in the contexts of work, and work-based and/or work-place learning. The assessment heuristics adopt a “practice-based” approach to assessment, which views assessment as being intertwined with learning, situated within work and workplaces, and a process of making judgements. The assessment heuristics seek to enable practitioners to review and renew their understanding of assessment vis-à-vis work and workplaces, learners and learning from a practicebased perspective. The assessment heuristics also aim to create dialogue among stakeholders about the writing of standards, accreditation processes, and curriculum and assessment design. Two tools have been developed as follows: 1. a profiling tool to identify practitioners’ approaches to assessment and learning; 2. a six-dimension descriptor tool that enables practitioners to reflect on their experiences, thinking and assumptions about assessment, and to review curriculum and assessment design vis-à-vis the six-dimension assessment model. The purposes of these tools are to enable practitioners to identify the purposes of assessment; see the interconnections between assessment, learning and work; and be able to ask critical questions about assessment and learning. This is a step towards developing potential applications, including curriculum development and the use of tools for learning, and enabling broader conversations with various stakeholders. The assessment heuristics prompt thinking and dialogue about the purposes of assessment in different contexts, the relationship between learning and assessment, and what is required to support learning that enables individuals not only to be competent but to successfully navigate the constantly changing landscape of work and learning. Through one workshop and two focus group discussions (FGDs), participants in this project tested and validated the assessment heuristics. These activities generated insights into assessment of, for and as learning, highlighting opportunities for intervention and change in key areas of assessment, and provisions for the further development of the assessment heuristics.
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