Alternative perspectives on learning outcomes: challenges for assessment
ABSTRACT 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.
- SourceAvailable from: Mark WilsonYearbook of the National Society for the Study of Education 04/2005; 103(2):132 - 154.
Article: Validity of psychological assessment
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ABSTRACT: The ESRC Teaching and Learning Research Programme is the largest ever programme of educational research in the UK. This article reports the purposes, processes, outcomes and issues arising from cross-programme thematic work on the conceptualization of, and research into, ‘enhancing learning outcomes’ which is a key aim of the programme. Early documentation from thirty projects is analysed, especially in relation to a classification of learning outcomes, dominant metaphors of learning, sector differences and evidence of outcomes. Discussion focuses upon persistent issues concerning the assessment of the broad range of outcomes, what leads to them, and how knowledge of these links might be established.Curriculum Journal. 01/2005; 16(1):7-30.