assumptions and judgments about the process and its outcomes over time. (Ibid., p. 1289) Understanding assessment as participatory changes the role of the assessor from one who has all the answers to one who is reflexive and a constant learner. Reflexivity is the ability to self-assess, to see self within the social practice context with others and to self from others' perspectives" (Trede & Smith, 2012, p. 197). 2.6 Conclusion What we assess is what we value. For example, if what curriculum designers and assessors assess is technical only, then the message to learners is that using this technical knowledge to identify and solve problems, to negotiate with and influence others and so on, is not important. This review of the literature has identified that assessment, which is authentic, holistic, future-oriented and aligned with the learning outcomes and learning activities, is likely to meet the changing needs of the workforce now and for the future. No longer can we think of assessment as measurement and as objective; measuring performance that is isolated from the context of the performance fails to meet the changing needs of work and fails to enable learners to negotiate the multiple transitions we experience in our working lives. Assessment that recognises the complexities of performance and that brings together opportunities for performance is reflective of the lived reality of work, which will require a considerable rethink of historical practices and ways of thinking about assessment. Not least, these changes involve the need to engage in collaborative partnerships between relevant stakeholders. Such partnerships are always problematic, not easy and take time to evolve. Nevertheless the rewards for the sector and for industry can be high.
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