Assessment for Distinctiveness: Recognising Diversity of Accomplishments

Autor/inn/en	Jorre de St Jorre, Trina; Boud, David; Johnson, Elizabeth D.
Titel	Assessment for Distinctiveness: Recognising Diversity of Accomplishments
Quelle	In: Studies in Higher Education, 46 (2021) 7, S.1371-1382 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jorre de St Jorre, Trina) ORCID (Boud, David) ORCID (Johnson, Elizabeth D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1689385
Schlagwörter	Evaluation Methods; Recognition (Achievement); Diversity; Higher Education; College Students; Job Skills; Employment Qualifications; Audiences; College Graduates; Labor Market; Employers; Job Applicants; Individual Differences; Information Dissemination; Self Evaluation (Individuals); Credentials; Electronic Publishing; Portfolios (Background Materials) + Suchen Sie Ihr Suchwort? Soziale Anerkennung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Spectator; Zuschauer; Hochschulabsolvent; Hochschulabsolventin; Labour market; Arbeitsmarkt; Bewerber; Individueller Unterschied; Informationsverbreitung; Studienbuch; Elektronisches Publizieren
Abstract	Universities have responded to the expansion of higher education and restructuring of the labour market by redesigning curriculum to better emphasise transferable skills and embed pedagogies that contribute to graduate employability. However, the ways in which universities judge and share achievement still provides poor evidence of what students can do or the skills and personal attributes that inform job recruitment decisions. Furthermore, assessment provides little opportunity for students to develop the self-knowledge or evaluative judgement needed to portray their professional identity to different audiences. In this paper, we examine shortcomings of current approaches to assessment and propose four principles for redesign of 'assessment for distinctiveness' that recognises students' unique and complex achievements in ways that are relevant to employers, and enable students to understand and appropriately portray their achievements for different audiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01