A Framework for Understanding Assessment Practice in Higher Education

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfolgsmessung; Analogiemodell; Concept learning; Begriffsbildung
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01