Abstract

This paper offers a theoretical model for the assessment of student learning which centres on the nature of the evidence we use in order to carry out these assessments. It addresses questions of how we can identify what learning has taken place and what evidence is acceptable for such an identification.

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Jul 13th, 9:04 AM

Towards A Generic Approach to Assessment in Adult And Continuing Education

This paper offers a theoretical model for the assessment of student learning which centres on the nature of the evidence we use in order to carry out these assessments. It addresses questions of how we can identify what learning has taken place and what evidence is acceptable for such an identification.