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Developing criteria for knowing and learning at work: towards context‐based assessment

Developing criteria for knowing and learning at work: towards context‐based assessment Traditional assessment is based on perceiving and measuring knowledge possession and practical performance. This kind of assessment provides limited information about the capability of the learner to develop as a professional and to learn at work. In a typical skill test situation the teachers estimate how well the students know knowledge content and the work supervisors appraise how they perform in practice. However, reflective and social knowing are weakly assessed because of the problems with tacit and potential knowledge. Context‐based assessment requires that situational and contextual factors of knowing, and the social, reflective, cognitive processes of learning are considered carefully. The article reports a construction of a set of assessment criteria and piloting it in a field of vocational education. Carefully defined observation units and optimal compiled criteria are the key factors for understanding and improving the assessment practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Developing criteria for knowing and learning at work: towards context‐based assessment

Journal of Workplace Learning , Volume 16 (5): 8 – Jul 1, 2004

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References (12)

Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620410545543
Publisher site
See Article on Publisher Site

Abstract

Traditional assessment is based on perceiving and measuring knowledge possession and practical performance. This kind of assessment provides limited information about the capability of the learner to develop as a professional and to learn at work. In a typical skill test situation the teachers estimate how well the students know knowledge content and the work supervisors appraise how they perform in practice. However, reflective and social knowing are weakly assessed because of the problems with tacit and potential knowledge. Context‐based assessment requires that situational and contextual factors of knowing, and the social, reflective, cognitive processes of learning are considered carefully. The article reports a construction of a set of assessment criteria and piloting it in a field of vocational education. Carefully defined observation units and optimal compiled criteria are the key factors for understanding and improving the assessment practices.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Jul 1, 2004

Keywords: Workplace learning; Vocational training; Learning; Assessment

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