Critical Pedagogy and Assessment in Higher Education: The Ideal of "Authenticity" in Learning

Autor/inn/en	Serrano, Maria Martinez; O'Brien, Mark; Roberts, Krystal; Whyte, David
Titel	Critical Pedagogy and Assessment in Higher Education: The Ideal of "Authenticity" in Learning
Quelle	In: Active Learning in Higher Education, 19 (2018) 1, S.9-21 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417723244
Schlagwörter	Critical Theory; Student Evaluation; Higher Education; Interviews; Humanities; Social Sciences; Teacher Surveys; Teacher Attitudes; Familiarity; Learning Processes; Active Learning; Student Motivation; Institutional Characteristics; Barriers; Resistance (Psychology); Independent Study; Learning Modules; Student Educational Objectives; Foreign Countries; United Kingdom (Liverpool) + Suchen Sie Ihr Suchwort? Kritische Theorie; Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehrerverhalten; Learning process; Lernprozess; Aktives Lernen; Schulische Motivation; Resistenz; Selbststudium; Learning module; Lernmodul; Ausland
Abstract	Current forms of marketisation in university systems create pressures towards purely ends-focused expectations among students and have implications for learning and assessment processes. The potential harm that these trends have on "learning" should be resisted by educators and students alike. Critical Pedagogy approaches offer one way of conceptualising and implementing such resistance in the interests of "authenticity" in learning. However, the issue becomes sharpest at the point of assessment. Here, the ideals of Critical Pedagogy can collide with student expectations of final degree success. By addressing the question of "authenticity" for assessment in relation to Critical Pedagogy, this article explores the challenges posed by this conundrum and draws upon interviews conducted with module leaders who apply recognisably (although not explicitly) Critical Pedagogy principles in their teaching and in the types of assessment they use. The themes that emerged present a picture of the kinds of potential that Critical Pedagogy influenced forms of assessment have for supporting authenticity in learning, as well as the difficulties involved in its application. It also helps to trace out the possible boundaries for further inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01