Just as our arguments in Chapter 1 had consequences for Chapter 2, so too do those two chapters have consequences for Chapter 3. If education is to be centred on developing capability, and if this is to be developed through taskfocused and individualised activities in which learners themselves contribute to the articulation of what counts as knowledge, then the consequences for assessment are profound.
Keywords
- National Curriculum
- Technology Capability
- Assessment Activity
- Assessment Framework
- Exit Exam
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© 2007 Springer
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(2007). Assessment: A Philosophical Position. In: Researching Design Learning. Science & Technology Education Library, vol 34. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5115-9_3
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DOI: https://doi.org/10.1007/978-1-4020-5115-9_3
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