ABSTRACT
With the change of focus away from a curriculum centred on what is taught, with assessment of content being paramount, to a focus instead on what is learned, it is inevitable that assessment of process is brought to the fore, particularly when part of the role of the HE assessor nowadays is to provide evidence of employability in graduating students. Employers are keen to be assured not only that the graduates they employ are knowledgeable in their chosen disciplines, but also that they will bring with them to the workplace a range of skills that will enable them to fit in to working teams within the workplace context. These desirable skills vary from subject to subject, context to context and country to country, but generally include the ability to:
■ communicate effectively orally and in writing; ■ work as a member of a team, demonstrating both leadership
and ‘followership’; ■ demonstrate the ability effectively to find and use information
from a variety of sources; ■ make use of data and demonstrate numeracy; ■ use existing and emergent information technologies; ■ show initiative and be creative; ■ manage one’s own time and personal capabilities; ■ be a lifelong learner, committed to keeping oneself up-to-date
and developing oneself professionally.
