Reconstructing Experiences

As Mike Mirilishas said in writing about assessment in higher education, “many of the innovations in the design and implementation of assessment mark a departure from standardised tests or examinations, moving towards a broader notion of assessment for learning, enhancement of learning for the individual, engagement with the student during assessment, and the involvement of teachers in the assessment process. The purpose of assessment, therefore, not only serves the purposes of selection or certification, rather it involves participants’ own perspectives in reconstructing their experiences as they learn and undertake assessments.”

  ^{Mike Mimirinis (2018) Qualitative differences in academics’ conceptions of e-assessment.https://repository.uwl.ac.uk/id/eprint/7087/1/Mimirinis_2018_AEHE_Qualitative_differences_in_academics%E2%80%99_conceptions_of_e-assessment.pdf}