Career management skills: Assessing for learning

Abstract

This paper explores approaches to assessing career learning. A distinction is drawn between formative and summative assessment, in terms of their underpinning philosophy, the learning theories that inform them, and the relative emphasis they place on process and outcome. Both approaches are considered valid. It is however argued that formative assessment is particularly suitable for evaluating career management skills, and that the use of career learning portfolios opens up opportunities for insightful reflection on one’s career development, and for career conversations with mentors. The paper concludes by highlighting practical, ethical, and equity issues related to the use of portfolios.