This paper discusses the complexities of evidencing and assessing work-based learning, within educational, professional programmes at post-qualifying levels.
Through an exploration of how learning takes place in practice situations and the most commonly used method of evidence collection and assessment, portfolio-building, the paper debates the principles, rationale and characteristics underpinning assessment of practice in health and social care. The author concludes that there are two aspects of evidence collection and its assessment that must be clarified. One aspect being that the objectives of collecting evidence need to be understood by all stakeholders, particularly in respect of the interface between professional regulation and professional development. The second aspect relates to the format and focus of the assessment strategy. The paper offers a framework for understanding the nature and purpose of evidence collection and its place in the assessment of practice in the context of post-qualifying continuing professional education.
The author’s objective is that this paper and the analytical model proposed, should contribute to the professional knowledge-base about ‘practical experiences in professional education’ by raising awareness and debate about how professional post-qualifying education and learning in practice is evidenced and assessed
