Assessment for developing practice

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Show simple item record Boud, David en_US
dc.contributor.editor Higgs, J., Fish, D. Goulter, I., Loftus, S., Reid, J-A. and Trede, F. en_US 2012-02-02T02:43:39Z 2012-02-02T02:43:39Z 2010 en_US
dc.identifier 2010001695 en_US
dc.identifier.citation Boud David 2010, 'Assessment for developing practice', in NA (ed.), Sense Publishers, Rotterdam, pp. 251-262. en_US
dc.identifier.issn 978-94-6091-318-1 en_US
dc.identifier.other B1 en_US
dc.description.abstract In this chapter I argue that assessment should be oriented towards developing practice, even when the particularities of practice and the specific contexts for practice are not known. Indeed, a future-orientation is especially required when the specific demands of practice are unknown and unknowable. Assessment needs to do more than cel1iry; it also has an essential educational role that, if neglected, means that students are not prepared for the uncertainties they face. The emphasis needs to be on the processes of acquisition of knowledge and skills and how learners can develop their own capabilities and those of others. Such an orientation has profound implications for the way assessment in higher education is conducted, both in initial and continuing professional education. en_US
dc.language en_US
dc.publisher Sense Publishers en_US
dc.relation.isbasedon NA en_US
dc.title Assessment for developing practice en_US
dc.parent Education for Future Practice en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Rotterdam en_US
dc.identifier.startpage 251 en_US
dc.identifier.endpage 262 en_US FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 130000 en_US
dc.personcode 910497 en_US
dc.percentage 100 en_US Education en_US
dc.classification.type FOR-08 en_US
dc.edition First en_US
dc.custom en_US en_US
dc.location.activity en_US
dc.description.keywords NA en_US
dc.staffid en_US
dc.staffid 910497 en_US

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