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

6.7 Conclusion We have sought to highlight the broader issues here: the systemic and ethical concerns resulting from the way in which things are highly interconnected, or how decisions made in one area may affect and/or limit another; the shifts in thinking about the role of assessment in learning that are required; and the need to pay attention to the meaning and worth of learning in the changing nature of work. Here, followthrough to practice has to occur: the Skillsfuture initiative, focusing on the institution of learning targeted at individuals and organisations, is a comprehensive programme in which assessment has a crucial role to play. It is ongoing work in order for assessment (of/for/as learning) to be fully realised, and we shall explore some of these initial steps in the following chapter.

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

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REFERENCES

7.2 Conclusion

Recommendation 4: Key challenges and potentials for future research

6.7 Conclusion

6.6 Preparedness for the “uncertain” future of work

6.5 Assessment as medium for change: a long-term perspective

6.4 Theoretical shifts and discourses of learning

FIGURE 5.6: DEVELOPING JUDGEMENT

4.2.6 Future-orientedness

FIGURE 5.3 MODEL OF AN ALIGNED CURRICULUM FOR A SCHOOL/CLASSROOM SETTING

4.2.5 Judgement

4.2.2 Feedback

4.2.4 Holism

3.2 Conclusion and suggestions

3.1.2 DACE

2.6 Conclusion

2.5.1 Specific assessment and learning practices

2.5 What constitutes “leading” assessment practices?

2.2.3 Work and assessment

2.3 Engaging stakeholders

2.4 The making of assessment judgements

2.2.1. A practice-based approach to learning and assessment

2.2.2 Psychometric approaches

2.2 Shifting the lens on assessment

2.1.1 Forms of production

1. INTRODUCTION

1.2.1 The six cases

TABLE 1.1 THE SIX CASE STUDIES

ACKNOWLEDGEMENTS

APPENDIX A

2.1.2 Non-permanent work

EXECUTIVE SUMMARY