Beskrivelse
Recent educational policy reforms in Denmark have increasingly emphasized professional education and the development of robust competence profiles. This shift is reflected in the latest reform initiatives which promote more practice-based teaching and assessment formats. In response, VIA University College launched the research and development project Profession-Oriented Assessments in 2023, set to conclude in autumn 2025. The project aims to explore and develop new assessment formats that capture the multifaceted nature of professional competence.The central research question is: What does profession orientation mean for assessment,, and how can this orientation be conceptualized to support the design and implementation of such assessment?
The theoretical framework draws on three key domains: knowledge theory, general didactics, and assessment theory. From knowledge theory, we incorporate Lina Markauskaite and Peter Goodyear’s concept of epistemic fluency and Harald Grimen’s notion of practical synthesis. In general didactics Bjørg Brandtzæg Gundem is a central reference. About assessment theory, John Biggs and Catherine Tang’s model of constructive alignment provide foundational insights. Additionally, we draw on Michael Kane’s and Samuel J. Messick’s work on validity.
Methodologically, the project is structured as a multiple case study across six professional education programs. It follows a Design-Based Research (DBR) approach, characterized by iterative cycles of design, testing, and refinement. Development involved joint workshops and locally anchored sample creation, with continuous adaptation based on emerging knowledge, shared criteria, practical experience, and contextual constraints. Data sources include logbooks, workshop observations, and interviews with students and development group participants.
Preliminary findings include the development of an extended alignment model that integrates professional dimensions and revitalizes the concept of constructive alignment. The project also offers new conceptual developments for assessment design, including:
• Fidelity: A continuum describing how closely test activities mirror real professional practice, and the implications for student reflection
• Doing and Reflection: How the interplay between doing (action) and reflection shifts across varying degrees of fidelity
The project contributes to Nordic educational research by integrating international theoretical perspectives and generating new conceptual relationships relevant to professional education. Its findings offer practical and theoretical insights for educators, curriculum designers, and policymakers seeking to align assessment practices with the realities of professional work.
| Periode | 4 mar. 2026 |
|---|---|
| Begivenhedstitel | NERA 2026 |
| Begivenhedstype | Konference |
| Placering | Aarhus C, DanmarkVis på kort |
| Grad af anerkendelse | International |