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ERIC Number: EJ821655
Record Type: Journal
Publication Date: 2008-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0958-5176
Alternative Perspectives on Learning Outcomes: Challenges for Assessment
Daugherty, Richard; Black, Paul; Ecclestone, Kathryn; James, Mary; Newton, Paul
Curriculum Journal, v19 n4 p243-254 Dec 2008
In discussing the relationship between curriculum and assessment it is commonly argued that assessment should be aligned to curriculum or, alternatively, that they should be congruent with each other. This article explores that relationship in five educational contexts in the UK and in Europe, ranging across school education, workplace learning, vocational education and higher education. Four main themes are highlighted: construct definition, progression, assessment procedures, and system-level accountability. What emerges from the five case studies under review is a multi-layered process of knowledge being constructed in diverse ways at different levels in each context. The article concludes that, rather than thinking in terms of either alignment or congruence, these relationships are better understood in terms of non-linear systems embracing curriculum, pedagogy and assessment. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom