The assignment that triggered change: assessment and the relational learning model for generic capabilities

Edwards, Sylvia Lauretta, and Bruce, Christine Susan (2004) The assignment that triggered change: assessment and the relational learning model for generic capabilities. Assessment and Evaluation in Higher Education, 29 (2). pp. 141-157.

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In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change.

Item ID: 55503
Item Type: Article (Research - C1)
ISSN: 1469-297X
Keywords: generic skills; generic capabilities; lifelong learning; IT; information technology; internet; assessment; curriculum design; HERN
Copyright Information: Copyright © 2004 Taylor & Francis Ltd
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Date Deposited: 10 Oct 2018 00:51
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 50%
13 EDUCATION @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 100%
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