摘要：AbstractHigher Professional Education provides a stage for developing new forms of examinations to better face the form of knowledge expected in today's complex working life. Drama pedagogy offers a rationale for enhancing collaborative practices of inquiry and social creativity. We argue that drama has a potential in Higher Education; one finding manifests that drama responds to learning outcomes, moreover, art always goes beyond what is formulated, towards meaning making. A third benefit we draw on demonstrates how drama exposes collaborative forms of assessment.
关键词：Drama;Assessment in Higher Education;Wellbeing;Contextual knowledge transformation
