Extending Shay's Double Truth: Toward a Nuanced View of Subjectivity and Objectivity in Assessment Practices

Autor/inn/en	Walton, Jack; Wolff, Karin
Titel	Extending Shay's Double Truth: Toward a Nuanced View of Subjectivity and Objectivity in Assessment Practices
Quelle	In: Teaching in Higher Education, 27 (2022) 8, S.1120-1135 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walton, Jack) ORCID (Wolff, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2121159
Schlagwörter	Evaluation Methods; Higher Education; Educational Assessment; Attitudes; Educational Theories; Specialization; Graduation Requirements; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Attitude; Einstellung; Verhalten; Educational theory; Theory of education; Bildungstheorie; Arbeitsteilige Spezialisierung; Abschlussordnung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In her early work, Suellen Shay argues that higher education tends to valorise objective notions of reality while downplaying the subjectivity of individuals. In Shay's view, this one-sided approach leads to a deficiency in the preparation of students for the holistic reality of the world they will experience beyond university. Taking Shay's provocation as a starting point, this paper explores a framework for both the design and analysis of educational assessment practices, with the aim of accounting for both objectivity and subjectivity in serving as legitimate bases for educational experiences. We follow Shay in adopting concepts from Legitimation Code Theory to achieve this, and, drawing on our own experiences and prior work, discuss how this framework may be applied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01