Perspectives of authentic assessment and professional practice interventions in teaching and learning

Abstract

Higher Education is seen as having an expanding responsibility to prepare students for employment. Many of the subject areas taught are linked with particular professions, such as in law, business, engineering and health, and academics may have experience working in the profession before teaching. Professional bodies have input into the curriculum and assessment design, and academic research supports the developing of practice in all areas. This paper draws together and reviews some of the practice and theoretical perspectives of this merging of worlds. The practice elements of the paper reflect work embedded in module development in Liverpool John Moores University in the North West of England. The focus will be situated in the area of authentic assessment and its role within professional practice. The paper will first explore the meaning of professional practice, then use activity theory, in particular boundary crossing, as a framework for a discussion of practice implications.

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