Education as a Mode of Existence: A Latourian Inquiry into Assessment Validity in Higher Education

Autor/in	Tummons, Jonathan
Titel	Education as a Mode of Existence: A Latourian Inquiry into Assessment Validity in Higher Education
Quelle	In: Educational Philosophy and Theory, 52 (2020) 1, S.45-54 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tummons, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1586530
Schlagwörter	Ethnography; Higher Education; Simulation; Educational Practices; Educational Philosophy; Professional Education; Teaching Methods; Teacher Education; Reflective Teaching; Validity; Evaluation Methods; Politics of Education; Student Evaluation; Education Work Relationship + Suchen Sie Ihr Suchwort? Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Simulation program; Simulationsprogramm; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Berufsausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Gültigkeit; Educational policy; Bildungspolitik; Schulnote; Studentische Bewertung
Abstract	Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what they have learned during their studies through the provision of authentic simulated opportunities to practice. Drawing on the work of Bruno Latour, this article argues that the conceptualisation as well as use of the idea of assessment validity in theorising the assessment of simulation-based learning in professional courses, in order to predict the future performance of the student constitutes a category mistake that consequently makes claims for assessment validity which are unfounded. The article goes on to explore ways by which ethnographers of education might use other elements of Latour's work in order to generate rich, problematising accounts of educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01