Making to measure? Reconsidering assessment in professional continuing education

• Published in: Studies in continuing education Vol. 31; no. 3; pp. 229 - 244
• Main Author: Fenwick, Tara
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.11.2009; Routledge
• Subjects: Academic Standards; Accountants; Accounting; Activity theory; Actor network theory; assessment; Canada; complexity theory; continuing professional education; Difficulty level; Educational Methods; Evaluation methods; Faculty Development; Foreign Countries; Item Analysis; Learning Theories; Lifelong Learning; Pharmaceutical Education; Pharmacists; Professional Associations; Professional Continuing Education; Professional Development; Reflective practice; Self evaluation (Individuals); self-assessment; Teachers; Canada
• ISSN: 0158-037X; 1470-126X
• DOI: 10.1080/01580370903271446

Drawing on studies of teachers, accountants and pharmacists conducted in Canada, this essay examines models for assessing professional learning that currently enjoy widespread use in continuing education. These models include professional growth plans, self-administered tests and learning logs, and they are often used for regulatory as well as developmental purposes by professional associations. The essay argues what others have critiqued about such self-assessment models: that their assumptions about learning are problematic and limiting in a number of respects, privileging human consciousness and intention, and literally 'making' a particular professional subject that is atomised and conservative. The essay goes on to suggest alternative perspectives that are receiving increasing attention in theorising work-related learning and that may offer fruitful questions for re-considering the nature of professional learning and its assessment. Three perspectives in particular are outlined, all of which shift the focus from the learning subject to practice as material, emergent and systemic: complexity theory, actor-network theory and cultural-historical activity theory. The discussion concludes with possible approaches to assessment of professional practice suggested by these perspectives.