摘要：This paper introduces an integrated assessment model developed within a project management discipline stream in a Construction Management course. Following Boud and Falchikov (2007) Boud D. & Falchikov N. ( 2007 ) Rethinking assessment in higher education: Learning for the longer term. London : Routledge . [Crossref] [Google Scholar] this model starts with practice, that is, the actual ‘doing’ of project management as the basis for shaping assessment that equips students to learn for the rest of their lives. Practice is understood as a holistic conception of what professionals do in particular contexts, and a theoretical construct that provides a method of framing ways in which we can investigate the world ( Schatzki, 2001 Schatzki T. ( 2001 ). Introduction: Practice theory . Schatzki T. , Knorr Cetina K. & von Savigny E. (Eds.). The practice turn in contemporary theory. London : Routledge . 1 - 14 [Google Scholar] ). This approach opens the way for considerations of assessment that engage with, and cultivate, certain kinds of professional learning and identity formation including the development of judgement. Integral to the model is the non-sequential nature of assessment activities, evolving team formation and ongoing self and communal reflection. The paper concludes that the use of an authentic and integrated assessment model creates a compelling learning environment that contributes meaningfully to the development of skills, knowledge and identities for future professional learning.
关键词：Project Management ; Professional Practice ; Assessment ; Judgement
