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

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References Autor, D. (2015). Why are there still so many jobs? The history and future of workplace automation. The Journal of Economic Perspectives, 29(3), 3–30. Bailey, T., Hughes, K. L., & Karp, M. M. (2002). What role can dual enrollment programs play in easing the transition between high school and postsecondary education? The Journal of Vocational Special Needs Education, 24(2), 18–29. Barrie, S. (2007). A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 329–458. Bateman, A., & Clayton, B. (2002). Partnerships in assessment. Auspicing in action. Adelaide, Australia: National Centre for Vocational Education Research. Beck, R. J., Skinner, W. F., & Schwabrow, L. A. (2013). A study of sustainable assessment theory in higher education tutorials. Assessment & Evaluation in Higher Education, 38(3), 326–348. Beckett, D. (2013). Ontological distinctiveness and the emergence of purposes. In P. Gibbs (Ed.), Learning, work and practice: new understandings (pp. 69–84). Dordrecht, Netherlands: Springer.

Benett, Y. (1999). The validity and reliability of assessments and self-assessments of work-based learning. In P. Murphy (Ed.), Learners, learning & assessment (pp. 279–289). London: Paul Chapman Publishing. Berry, R. (2008). Assessment for learning. Hong Kong: Hong Kong University Press. Biggs, J. (2003). Aligning teaching for constructing learning. The Higher Education Academy. Retrieved 20 June 2016, from https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_constru cting_learning.pdf Billett, S. (2006). Relational interdependence between social and individual agency in work and working life. Mind, Culture and Activity, 13(1), 53–69.

Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge, evaluation in education and human services 42 (pp. 3–29). New York: Kluwer Academic Publishers. Birenbaum, M., & Dochy, F. J. R. C. (Eds.). (1996). Alternatives in assessment of achievements, learning processes and prior knowledge, evaluation in education and human services. New York: Kluwer Academic Publishers. Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167.

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REFERENCES

22min
pages 82-95

7.2 Conclusion

2min
page 81

Recommendation 4: Key challenges and potentials for future research

3min
page 80

6.7 Conclusion

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page 77

6.6 Preparedness for the “uncertain” future of work

3min
page 76

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

3min
page 75

6.4 Theoretical shifts and discourses of learning

2min
page 74

FIGURE 5.6: DEVELOPING JUDGEMENT

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4.2.6 Future-orientedness

8min
pages 57-59

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

1min
page 63

4.2.5 Judgement

6min
pages 55-56

4.2.2 Feedback

5min
pages 50-51

4.2.4 Holism

3min
page 54

3.2 Conclusion and suggestions

1min
page 46

3.1.2 DACE

3min
page 45

2.6 Conclusion

1min
page 39

2.5.1 Specific assessment and learning practices

6min
pages 37-38

2.5 What constitutes “leading” assessment practices?

4min
pages 35-36

2.2.3 Work and assessment

2min
page 29

2.3 Engaging stakeholders

2min
page 30

2.4 The making of assessment judgements

2min
page 34

2.2.1. A practice-based approach to learning and assessment

3min
page 27

2.2.2 Psychometric approaches

2min
page 28

2.2 Shifting the lens on assessment

3min
page 26

2.1.1 Forms of production

2min
page 22

1. INTRODUCTION

1min
page 10

1.2.1 The six cases

2min
page 13

TABLE 1.1 THE SIX CASE STUDIES

1min
page 14

ACKNOWLEDGEMENTS

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APPENDIX A

1min
page 2

2.1.2 Non-permanent work

3min
page 24

EXECUTIVE SUMMARY

2min
page 8
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