Abstract:
Recent curricula developments in various Australian settings have emphasised the importance of learner-focused, performance-oriented and educative forms of assessment as part of new learning priorities. The links between curriculum, pedagogy and assessment are stressed in developments of this kind that seek to improve learner engagement through responsiveness to learner diversity and connectedness to the life-worlds of students. When there is a focus on applied learning in curricular and pedagogical systems how can assessment be constructed and practiced in ways that reflect and respect an applied learning approach? This paper considers assessment practices employed in one component of the Graduate Diploma of Applied Learning where a problem-solving approach sought to position learning, teaching and assessment as simultaneously 'applied' in a teacher education program.