The assignment that triggered change : assessment and the relational learning model for generic capabilities

Edwards, Sylvia L. & Bruce, Christine S. (2004) The assignment that triggered change : assessment and the relational learning model for generic capabilities. Assessment and Evaluation in Higher Education: an international journal, 29(2), pp. 141-157.

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In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change.

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ID Code: 4765
Item Type: Journal Article
Refereed: Yes
Keywords: Generic skills, Generic capabilities, lifelong learning, IT, Information technology, Internet, assessment, curriculum design, HERN
DOI: 10.1080/0260293042000188447
ISSN: 1469-297X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Past > QUT Faculties & Divisions > Faculty of Science and Technology
Copyright Owner: Copyright 2004 Taylor & Francis
Copyright Statement: First published in Assessment & Evaluation in Higher Education (Special Issue: Learning Communities and Assessment Cultures Conference) 29(2):pp. 141-157.
Deposited On: 13 Sep 2006 00:00
Last Modified: 22 Jun 2017 14:39

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