Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21296
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dc.contributor.authorFenwick, Tara-
dc.contributor.editorBillett, S-
dc.contributor.editorHarteis, C-
dc.contributor.editorGruber, H-
dc.date.accessioned2016-10-29T02:37:24Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/1893/21296-
dc.description.abstractWithin 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.en_UK
dc.language.isoen-
dc.publisherSpringer-
dc.relationFenwick 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.-
dc.relation.ispartofseriesSpringer International Handbooks of Education-
dc.rightsThe 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.-
dc.subjectPractice-based learningen_UK
dc.subjectAssessment of learningen_UK
dc.subjectSelf-assessmenten_UK
dc.subjectSociomaterial theoryen_UK
dc.titleAssessment of professionals’ continuous learning in practiceen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.citation.issn2197-1951-
dc.citation.spage1271-
dc.citation.epage1297-
dc.citation.publicationstatusPublished-
dc.type.statusBook Chapter: author post-print (pre-copy editing)-
dc.identifier.urlhttp://link.springer.com/chapter/10.1007/978-94-017-8902-8_46-
dc.author.emailtara.fenwick@stir.ac.uk-
dc.citation.btitleInternational Handbook of Research in Professional and Practice-based Learning-
dc.citation.isbn978-94-017-8901-1-
dc.publisher.addressDordrecht-
dc.contributor.affiliationEducation-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections

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