Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21296
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Assessment of professionals’ continuous learning in practice
Authors: Fenwick, Tara
Contact Email: tara.fenwick@stir.ac.uk
Editors: Billett, S
Harteis, C
Gruber, H
Citation: Fenwick T (2014) Assessment of professionals’ continuous learning in practice. In: Billett S, Harteis C, Gruber H (ed.). International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education, Dordrecht: Springer, pp. 1271-1297.
Keywords: Practice-based learning
Assessment of learning
Self-assessment
Sociomaterial theory
Issue Date: 2014
Publisher: Springer
Series/Report no.: Springer International Handbooks of Education
Abstract: Within contemporary policy contexts of urgent demands for professional accountability, more regulatory agencies, and increased measurement of outputs, this chapter outlines issues in the assessment of learning in practice. A key focus here is conflicting purposes of assessment and views about learning. Assessment dilemmas in practice contexts include pluralist expectations, unclear evaluative authority, and contested criteria given the different epistemic cultures at stake. Competing ideologies shape the demands and measures of what comprises ‘good' professional performance ensue from a range of stakeholders and knowledge sources. Struggles also unfold over the practicalities of assessing professional learning in situ. Finally, a key dilemma is reconciling the nature of practice itself with assessment of learning. Practice is largely recognized now to be a participational confluence of multiple actors and interactions, while the conventional focus for assessing professional learning still tends to be individual performance. The central difficulty is to conduct useful assessments with effective, explicit purposes that do not reduce complex practices to simplistic outcomes. Drawing from research case examples in diverse occupations such as medicine, teaching, pharmacy, accounting and nursing, this chapter critically examines current approaches to assess professional learning in practice. The discussion then turns to consider new conceptions of learning in practice from sociomaterial theories, conceptions that may help inspire new assessment approaches for the future.
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/21296
URL: http://link.springer.com/chapter/10.1007/978-94-017-8902-8_46
Affiliation: Education

Files in This Item:
File Description SizeFormat 
Assessment Prof Learning.pdf643.35 kBAdobe PDFUnder Embargo until 31/12/2999     Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.

This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.