Article i 'Tidsskrift for arbejdsliv' no. 4 2004, page 57-75.
The regulation of learning through assessment
Lene Tanggaard Pedersen
This article explores how assessment serves to regulate learning and participation among apprentices in the Danish vocational education. A consistent result in the psychological research on learning is that assessment can facilitate processes of learning. In sprite of this the potentials of assessment in the workplace has remained largely unexplored. The empirical background for the article is a field-study among nine apprentices engaged in electromechanical education at the vocational school and in a major Danish company producing control equipment for airplanes, radars, and satellites. The argument in the article is that the diverse kinds of assessment found in vocational education lead in the direction of different and potentially conflicting positions of identity as either a pupil or a coming journeyman in the working life. In contrast to a development of school based methods for assessment this article points at the huge potential of forms of assessment in vocational education taking its departure in the workplace. The argument is that these forms of assessment are sensitive to the primary horizon of learning among the apprentices becoming experienced journeymen.