Assessment and Recognition of Work-Based Learning

  • Paul Gibbs
Part of the Professional and Practice-based Learning book series (PPBL, volume 4)


The need to disclose an understanding of how to assess learning is central to education and training. The how and what of these assessments are what I concern myself with here, considering mainly what assessments and their various forms tell us about work-related learning. For example, should there be external examination with set outcomes, often unrevealed to students, or practical achievement made clear to students and their achievement confirmed through choice by the students themselves? This process of unconcealment, of finding the truth with differing levels of certainty, is what this chapter basically addresses. Heidegger’s specific phenomenological method to achieve this is through hermeneutic interpretation. He claims that the “phenomenology of Dasein is a hermeneutic in the primordial signification of this word, where it designates this business of interpreting” (1962, p. 62) and offers two approaches to uncover the covered nature of the phenomena we seek to understand. The first, and the one that will concern us here, is the discovery of practices that have not been investigated prior to this interpretation.


Propositional Knowledge External Assessment Practical Achievement Mass High Education Critical Instance 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Middlesex University, The Institute for Work Based LearningNicosiaCyprus

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