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Assessment for distinctiveness: recognising diversity of accomplishments

journal contribution
posted on 2021-01-01, 00:00 authored by Trina Jorre De St JorreTrina Jorre De St Jorre, David BoudDavid Boud, Liz JohnsonLiz Johnson
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.

History

Journal

Studies in Higher Education

Volume

46

Pagination

1371-1382

Location

Abingdon, Eng.

Open access

  • Yes

ISSN

0307-5079

eISSN

1470-174X

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Issue

7

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD