{"id":1386,"date":"2013-03-30T17:52:16","date_gmt":"2013-03-30T17:52:16","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=1386"},"modified":"2013-03-30T17:52:16","modified_gmt":"2013-03-30T17:52:16","slug":"quote-of-the-day-4","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=1386","title":{"rendered":"Quote of the day"},"content":{"rendered":"<p>If learning that lasts is active and independent, integrative and experiential, <em>assessment must judge performance in contexts related to life roles.<\/em><\/p>\n<p>If learning that lasts is self-aware, reflective, self assessed and self-regarding, <em>assessment must include explicitness of expected outcomes, public criteria and student self assessment.<\/em><\/p>\n<p>If learning that lasts is developmental and individual, <em>assessment must include multiplicity and be cumulative and expansive.<\/em><\/p>\n<p>If learning that lasts is interactive and collaborative, <em>assessment must include feedback and external perspectives as well as performance.<\/em><\/p>\n<p>If learning that lasts is situated and transferable, <em>assessment must be multiple in its mode and context.<\/em><\/p>\n<p>Mentkowski, M. (2006) Accessible and adaptable elements of Alverno student assessment-as-learning: strategies and challenges for peer review. In Innovative assessment in Higher Education ed. Bryan, C &amp; Clegg, K.V., London U.K., Routledge, pp48-63.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>If learning that lasts is active and independent, integrative and experiential, assessment must judge performance in contexts related to life roles. If learning that lasts is self-aware, reflective, self assessed and self-regarding, assessment must include explicitness of expected outcomes, public &hellip; <a href=\"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=1386\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[271],"tags":[425],"class_list":["post-1386","post","type-post","status-publish","format-standard","hentry","category-quotes","tag-quotes"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/1386","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1386"}],"version-history":[{"count":1,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/1386\/revisions"}],"predecessor-version":[{"id":1387,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/1386\/revisions\/1387"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1386"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1386"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1386"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}