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RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) employability. We also argue that given the importance of assessment as a driver of student behaviour, we should continue to push for further added value. This is a challenge but also an opportunity for all concerned. At a time when employers increasingly talk about the importance of a ‘work-ready’ graduate we should be looking at the totality of the employability challenge and how assessment can make a greater difference. References Brown, S. (2004) ‘Assessment for learning’, Learning and Teaching in Higher Education, vol. 1, no. 1, pp. 81–89. Chatterton, P. and Rebbeck, G. (2015) Technology for Employability: Study into the role of technology in developing student employability, JISC [Online]. Available at http://repository.jisc.ac.uk/6249/3/Technology _for_employability_-_full_report.PDF (Accessed 13 April 2016). Confederation of British Industry, U. U. (2009) Future fit: Preparing graduates for the world of work, [Online]. Available at http://www.cbi.org.uk/media/1121435/cbi_uu k_future_fit.pdf (Accessed 13 March 2016). Curwin, J. and Lawton, R. (2015) ‘The challenge of uniqueness - employability in higher education’, Rapport - The International Journal for Recording Achievement, Planning and Portfolios, vol. 1, no. 1, p. 43. Dacre Pool, L. and Sewell, P. (2007) ‘The key to employability: developing a practical model of graduate employability’, Education and Training, vol. 49, no. 4, pp. 277–289. Gibbs, G. and Simpson, C. (2004) ‘Does your assessment support your students’ learning’, Journal of Teaching and Learning in Higher Education, vol. 1, no. 1, pp. 1–30. Hawkins, P. and Gilleard, C. (2004) If Only I’d Known, Warwick, Association of Graduate Recruiters [Online]. Available at http://www.agr.org.uk/write/Documents/Repo rts/If_Only_I’d_Known.pdf. Kirkwood, A. (2009) ‘E‐learning: you don’t always get what you hope for’, Technology, Pedagogy and Education, vol. 18, no. 2, pp. 107–121. Kolb, D. (1984) Experiential learning ( WW&V6R2FR6W&6RbV&r@FWfVVBF&VF6RԆFVb7GVFVG2B6fVFW&Fb'&F6GW7G'#v&rFv&G0W"gWGW&SrFR7BbW"FRআvW"VGV6FƖUf&R@GGwwrW2&rVv&4$U5V&ƗGS#&W'ES##F`66W76VB2&6#b&6R#76W76VCwVFRf 7GVFVG2V&rBFV6r7W'@WGv&ƖUf&RBGGЧ&6R6VFvB76W76VBwVFRf"Ч7GVFVG266W76VB2&6#b&vG&VRB76W76r7GVFVG3p6vRrFV&W&FVBFvvRR66;fB2FR&VfV7FfR&7FFW.( 󠦆r&fW762F7FFW'6@VvE&VFƖ6#( ( FRFVw&VR2@VVv( Ӣ7GVFVG>( W&6WF2bFR&R`vW"VGV6F7&VFVF2f"w&GVFPv&BV&ƗG( '&F6W&`66wbVGV6Ff#C( 3cॖ&RBvB#BV&VFFpV&ƗGFFR7W'&7VVӢV&pBV&ƗGV&rBFV6p7W'BWGv&ƖUf&R@GG3wwrVƗG&W6V&6FW&F6W6V7GF2W6V7GV'2V&VFFrS#V&ƗGS#FS#FRS#7W'&7VVF`66W76VB#"fV''V'#rद66#b( ƖfWvFRV&r@VGV6FVfW'6FW2b6VvW366WG2B66WGVG>( 66BvƗ2VG2ƖfWvFRV&r`VGV6FVfW'6FW2B6VvW0ƖUf&R@GGwwrV&vƗfW26VWG2BC#sr6FW%Fb66W76VB0&6#b3