Assessment For The Changing Nature Of Work: Cross-Case Analysis

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having properties or characteristics of emergence that arise from the interplay of social, organisational and cultural factors.

Assessment needs to be situated in work defined as “being”, as part of human life and the human condition.

Assessment needs to consider the formation of “purpose” that emerges in the processes of work and learning, exemplified in, for example, the making of judgement calls.

In practical terms, this emphasis on purpose, being, and the complexity and dynamism of work, means we need to pay attention to the following in the making of assessment judgements: 

clarity of standards and outcomes as discussed in the section on stakeholder engagement (Bennett, 1999);

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writing learning outcomes in ways that allow and encourage “unexpected” learning outcomes (McEwen et al., 2010);

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using multiple sources of evidence, including self-assessment (Bennett, 1999; Boud, 2000; Boud & Soler, 2016);

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using evidence from a range of sources/roles (e.g. learner, peers, educators, work supervisors, etc.) (ibid);

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design assessment to address multiple outcomes and aspects (ibid).

We also need to accept that there will be variation in judgements, but address issues of validity in relation to such variation through: 

transparency of criteria against which judgements are made;

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agreed understanding with assessors of the interpretation of the criteria, including the learners (Winter, 2001);

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including processes of moderation where appropriate (ibid).

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develop learner’s ability to make realistic judgements about their own performance (Boud, 2000; Boud & Soler, 2016).

For an explanation of criteria, performance standards and rubrics, see Appendix A. 2.5 What constitutes “leading” assessment practices?

Assessment practices are far more than assessment techniques and assessment plans. Rather, as discussed in section 2.2.1, assessment practices are a “constellation of different people’s activities” in relation to assessment, including their “dispersed nexus of doings and sayings” (Schatzki, 2012, pp. 13– 14). Given that activities are driven by beliefs and mediated by the context in which they take place, this means that when we consider assessment practices, we must also consider:  

stakeholders’ individual beliefs about learning and about assessment; stakeholders’ experience and exposure to different kinds of assessment practices;

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