Reframing assessment research: through a practice perspective

Boud, David ORCID: https://orcid.org/0000-0002-6883-2722, Dawson, Phillip, Bearman, Margaret, Bennett, Sue, Joughin, Gordon and Molloy, Elizabeth (2018) Reframing assessment research: through a practice perspective. Studies in Higher Education, 43 (7). pp. 1107-1118. ISSN 0307-5079 (doi:10.1080/03075079.2016.1202913)

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Abstract

Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
A. > School of Health and Education > Education
Item ID: 21413
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 22/07/2016, available online: http://www.tandfonline.com/10.1080/03075079.2016.1202913
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Depositing User: Louis Van Baelen
Date Deposited: 28 Feb 2017 16:23
Last Modified: 21 Jul 2019 02:10
URI: https://eprints.mdx.ac.uk/id/eprint/21413

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