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The Future of Transversal Competencies in Higher Education Assessment

The Future of Transversal Competencies in Higher Education Assessment

Jean Cushen, Lauren Durkin
Copyright: © 2022 |Pages: 16
ISBN13: 9781799882756|ISBN10: 1799882756|ISBN13 Softcover: 9781799882763|EISBN13: 9781799882770
DOI: 10.4018/978-1-7998-8275-6.ch015
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MLA

Cushen, Jean, and Lauren Durkin. "The Future of Transversal Competencies in Higher Education Assessment." Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design, edited by Sunil Ramlall, et al., IGI Global, 2022, pp. 253-268. https://doi.org/10.4018/978-1-7998-8275-6.ch015

APA

Cushen, J. & Durkin, L. (2022). The Future of Transversal Competencies in Higher Education Assessment. In S. Ramlall, T. Cross, & M. Love (Eds.), Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design (pp. 253-268). IGI Global. https://doi.org/10.4018/978-1-7998-8275-6.ch015

Chicago

Cushen, Jean, and Lauren Durkin. "The Future of Transversal Competencies in Higher Education Assessment." In Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design, edited by Sunil Ramlall, Ted Cross, and Michelle Love, 253-268. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8275-6.ch015

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Abstract

This chapter evaluates the rising significance of transversal competencies and the implications for higher education assessment practices. Transversal competencies are expected to play a definitive role in future of work scenarios. This chapter evaluates the decisions and impacts surrounding the integration of transversal competencies into higher education assessments. In particular, the chapter explores the commitments and adjustments that higher education leaders must make to build the competence assessment infrastructure and supports required. The guiding role ‘student-centred learning' pedagogies can play is discussed. Relatedly, early-stage competence frameworks are offered as insight into how student-centred learning can deliver novel, active, reflective assessments that embrace competence diversity and target meaningful development. Finally, a roadmap is offered for higher education leaders to guide them in this challenging but pertinent transformation of university teaching and learning.

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