Creating a performance support tool as an assessment task

Most forms of assessment test EITHER theoretical OR practical knowledge. But suppose we want students to develop BOTH, and to be able to combine the generality and flexibility of conceptual thinking with the action-orientation of practical working? How do we assess that? Sonia Bartoluzzi and Peter Goodyear suggest having students create a tool to support practical working. This will require them to articulate their tacit knowledge of practice and review that against their conceptual knowledge. Students from comparable workplaces can collaborate in developing, critiquing, and refining such tools. Follow the link for the full discussion in the TELL Pattern Book, pp. 30-31.