부산대학교 도서관

Assessment practitioners in higher education follow a variety of paths to their roles. Diverse preparation supports creative problem-solving in a changing educational landscape. However, it can also lead to inconsistency in language, preparation, and background knowledge. Further, the chasms between assessment practitioners' paths can lead to confused professional identity: who are 'assessment professionals'? What do they do? What do they value? How do they understand their roles? This manuscript seeks to elucidate how expert assessment practitioners understand assessment, its role in the modern university, and the future of its practitioner community. Six established voices in higher education assessment provided responses to questions exploring assessment in higher education, the practitioner's role and identity, and the relationships between practitioners and the institutions in which they work. Their contributions indicate the primacy of interpersonal skills and position the diverse pathways to assessment work as an asset to the practitioner community.
Higher education assessment has long been a strange and unintended professional home for many of its practitioners. As Curtis et al. (2020) note, undergraduate and graduate students rarely set out [...]