Literaturnachweis - Detailanzeige
Autor/in | Nieminen, Juuso Henrik |
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Titel | Disrupting the Power Relations of Grading in Higher Education through Summative Self-Assessment |
Quelle | In: Teaching in Higher Education, 27 (2022) 7, S.892-907 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nieminen, Juuso Henrik) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2020.1753687 |
Schlagwörter | Self Evaluation (Individuals); Grading; Power Structure; Student Evaluation; Summative Evaluation; Undergraduate Students; Mathematics Instruction; Student Attitudes; Foreign Countries; Evaluation Methods; Finland |
Abstract | Student self-assessment has been framed as a way to address the issues of power in assessment in higher education. However, rarely has self-assessment been used to challenge the broader political issues of grading. In this study, I introduce the concept of summative self-assessment, drawing on self-grading as a practice that seeks to disrupt the usual power relations of assessment. The summative self-assessment model was implemented in the context of undergraduate mathematics, after which 26 students were interviewed. Using three theoretical frameworks of power, an elaborative coding process was conducted to examine how students' conceptions of summative self-assessment reflected either empowerment or disempowerment. The results underline the complexity of disrupting the power relationships in assessment from inside the system, calling for systemic changes in grading mechanisms. (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 |