6.7 Conclusion

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

6.6 Preparedness for the “uncertain” future of work

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.

6.7 Conclusion

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6.6 Preparedness for the “uncertain” future of work

6.7 Conclusion

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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

REFERENCES

7.2 Conclusion

Recommendation 4: Key challenges and potentials for future research

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