Daugherty, Richard and Black, Paul and Ecclestone, Kathryn and James, Mary and Newton, Paul E. (2008) Alternative perspectives on learning outcomes : challenges for assessment. Curriculum Journal, 19 (4). pp. 243-254. ISSN 0958-5176. DOI UNSPECIFIEDFull text not available from this repository.
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In discussing the relationship between curriculum and assessment it is commonly argued that assessment should be aligned to curriculum or, alternatively, that they should be congruent with each other. This article explores that relationship in five educational contexts in the UK and in Europe, ranging across school education, workplace learning, vocational education and higher education. Four main themes are highlighted: construct definition, progression, assessment procedures, and system-level accountability. What emerges from the five case studies under review is a multi-layered process of knowledge being constructed in diverse ways at different levels in each context. The article concludes that, rather than thinking in terms of either alignment or congruence, these relationships are better understood in terms of non-linear systems embracing curriculum, pedagogy and assessment.
|Additional Information:||2013/02/12 Alternative perspectives on learning outcomes: challenges for assessment doi: 10.1080/09585170802509831|
|Divisions:||IOE Departments > Departments > Curriculum, Pedagogy and Assessment|
|Depositing User:||Atira Pure|
|Date Deposited:||01 Jun 2013 02:14|
|Last Modified:||29 Jan 2015 09:02|