Literaturnachweis - Detailanzeige
Autor/inn/en | Forde-Leaves, Natalie; Walton, Jack; Tann, Ken |
---|---|
Titel | A Framework for Understanding Assessment Practice in Higher Education |
Quelle | In: Assessment & Evaluation in Higher Education, 48 (2023) 8, S.1076-1091 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Forde-Leaves, Natalie) ORCID (Walton, Jack) ORCID (Tann, Ken) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0260-2938 |
DOI | 10.1080/02602938.2023.2169659 |
Schlagwörter | Higher Education; Outcome Based Education; Evaluation Methods; Models; Concept Formation |
Abstract | A source of contestation in higher education curricula is the multiplicity of demands they serve and purposes they seek to fulfil. In this paper, we see this contestation as actively shaping assessment theory and practice, resulting in paradoxes of valorisation and vilification of everyday assessment practices. We address the plethora of contestations in higher education assessment through the disruption of dichotomies in assessment discourse by re-querying assessment "autonomy," "logic" and the "basis" of success. To this end, we apply Legitimation Code Theory to construct a new holistic framework for assessment inquiry, contributing to both extant and developing assessment theory by proposing a single sociological framework to analyse assessment practice cross-discipline, institution and geographical boundaries. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |