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Rethinking university assessment

Williams, Peter

Authors

Peter Williams



Abstract

Developments in globalisation and new technologies are making significant impacts in higher education. Universities in a global market are increasingly concerned to reorient their degree programmes to meet the vocational needs of the Knowledge Economy. A growing adoption of technology enhanced learning, through blended and networked learning, has the potential to transform higher education practice – but assessment methods have been slow to change. This paper argues the case for universities to align assessment methods to meet the needs of 21st Century knowledge workers. It identifies skills and dispositions associated with graduate occupations in the Knowledge Economy, informing a new conceptual model for assessment. Radical recommendations are made to faculty staff and university policymakers: instead of centring assessment on the personal, academic achievements of individuals at the end of a degree course, the focus should instead be on the quality of the collective, applied achievements of students operating in project teams.

Citation

Williams, P. (in press). Rethinking university assessment. International Journal of Technology and Inclusive Education, 3(1), 257-264. https://doi.org/10.20533/ijtie.2047.0533.2014.0033

Journal Article Type Article
Acceptance Date Mar 25, 2014
Online Publication Date Jun 1, 2014
Deposit Date Oct 26, 2016
Publicly Available Date Oct 26, 2016
Journal International journal of technology and inclusive education
Print ISSN 2047-0533
Publisher Infonomics Society
Peer Reviewed Peer Reviewed
Volume 3
Issue 1
Pages 257-264
DOI https://doi.org/10.20533/ijtie.2047.0533.2014.0033
Keywords University assessment, Knowledge economy
Public URL https://hull-repository.worktribe.com/output/444634
Publisher URL http://infonomics-society.org/ijtie/published-papers/volume-3-2014/
Additional Information This is the author's accepted manuscript of an article published in: International journal of technology and inclusive education, 2014 v.3 issue 1.

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