The complexity of today’s society is characterised by an infinite, dynamic and changing mass of information, the massive use of the internet, multimedia and educational technology and a rapidly changing labour market demanding a more ﬂexible labour force that is directed towards a growing proportion of knowledgeintensive work in teams and lifelong learning (Nonaka and Takeuchi, 1995; Tynjälä, 1999). As a consequence, today’s knowledge community expects graduates not only to have a speciﬁc knowledge base but to be able to apply this knowledge to solve complex problems in an efﬁcient way (Engel, 1997; Poikela and Poikela, 1997). New learning environments based on constructivist theory claim to develop an educational setting in which to reach this goal, making students’ learning the core issue and deﬁning instruction as enhancing learning (Lea et al., 2003).
|Title of host publication||Rethinking assessment in higher education|
|Editors||D. Boud, N. Falchikov|
|Place of Publication||New York|
|Publisher||Routledge/Taylor & Francis Group|
|Number of pages||15|
|Publication status||Published - 1 Jan 2007|