Issues in the assessment of practice-based professional learning (original) (raw)
Assessing more than the individual 11 Some technical issues relating to assessment 12 Practitioners as assessors 13 The workplace as a learning opportunity 14 Concluding comment References I. There is little in the literature on students' experiences of being assessed in PBPL situations. Since what is written in assessment specifications (and understood by assessors) may be understood differently by students, 'assessment-in-use' as perceived by students may be a worthwhile topic for investigation. J. The literature suggests that the training of workplace assessors (and, to some extent, academics) has been patchy. As the use of PBPL increases, it seems important to gain a stronger appreciation of the extent of training in assessment for it, and of the strengths, weaknesses, opportunities and threats [SWOT] that apply. K. In relation to the above, particular attention might be given to the extent to which mentors in the workplace 'double up' the roles of formative and summative assessment, and the extent to which this is perceived by those involved a problem. L. The duality of role may be particularly marked in respect of the practitioner/teacher appointments that exist, largely (but not exclusively) in the health arena. An issue susceptible to research is how such appointees enact their role, with particular reference to their role as formative and/or summative assessors. M. How is the assessment of PBPL undertaken when the work undertaken is group-based? What are the strengths and weaknesses of the methods used, and what might be done to mitigate the latter? N. How are summative assessments of performances in the workplace, some of which may relate to evanescent actions, made available for moderation or confirmation?
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