Alternative perspectives on learning outcomes: challenges for assessment

Richard Dougherty; Paul Black; Kathryn Ecclestone; Mary James; Paul Newton

doi:10.1080/09585170802509831

Alternative perspectives on learning outcomes: challenges for assessment

Richard Dougherty, Paul Black, Kathryn Ecclestone, Mary James, Paul Newton

School of Education, Communication & Society

Research output: Contribution to journal › Article › peer-review

25 Citations (Scopus)

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.

Original language	English
Pages (from-to)	243-254
Number of pages	12
Journal	The Curriculum Journal
Volume	19
Issue number	4
DOIs	https://doi.org/10.1080/09585170802509831
Publication status	Published - 2008

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10.1080/09585170802509831

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AB - 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.

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Alternative perspectives on learning outcomes: challenges for assessment

Abstract

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