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  • The Competing Interests of Assessment: An Australian Overview

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    Author(s)
    McAllister, Margaret
    Griffith University Author(s)
    McAllister, Margaret M.
    Year published
    1999
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    Abstract
    The basic goals of assessment are to provide guidance and feedback to the learner. However, universities and schools have a number of other assessment goals which may at times compete and conflict with each other. From one point of view, assessment is used to help guide and transform students. From another view, assessment exists to ensure that minimum standards of entry to a profession are maintained. The growing tension between vocational and liberal education may be polarising teachers, but it is important to understand that each philosophy has value. Teachers can nurture in learners, both the liberal qualities such as ...
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    The basic goals of assessment are to provide guidance and feedback to the learner. However, universities and schools have a number of other assessment goals which may at times compete and conflict with each other. From one point of view, assessment is used to help guide and transform students. From another view, assessment exists to ensure that minimum standards of entry to a profession are maintained. The growing tension between vocational and liberal education may be polarising teachers, but it is important to understand that each philosophy has value. Teachers can nurture in learners, both the liberal qualities such as knowledge-play and lifelong learning skills, and also guide the development of vocational, marketable skills. It is possible to set assessment activities which inspire and motivate students, promote self-knowledge and creativity, while at the same time build technical skills.
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    Journal Title
    Curriculum and Teaching
    Volume
    14
    Issue
    1
    DOI
    https://doi.org/10.7459/ct/14.1.05
    Copyright Statement
    © 1999 James Nicholas Publishers. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Note
    After all reasonable attempts to contact the copyright owner, this work was published in good faith in interests of the digital preservation of academic scholarship. Please contact copyright@griffith.edu.au with any questions or concerns.
    Subject
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/123090
    Collection
    • Journal articles

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