Abstract
Assessment in practice-based education (PBE) can have many different purposes: assuring the public that graduates are safe and responsible practitioners, complying with professional accreditation bodies’ requirements, certifying achievement of learning, stimulating further learning, or informing curriculum development and program reviews. Assessment and its conduct are of concern to students, universities, the professions and more broadly to our communities, as the awarding of a qualification is based on assessment and represents the legitimacy of the student to become a professional.
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Trede, F., Smith, M. (2012). Challenges of Assessment in Practice-Based Education. In: Practice-Based Education. Practice, Education, Work and Society, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-128-3_14
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DOI: https://doi.org/10.1007/978-94-6209-128-3_14
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