Socio-Cultural Aspects of Assessment

Gipps, Caroline

doi:10.2307/1167274

Cited by 170 publications

(208 citation statements)

References 71 publications

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“…Assessment is a complex assignment, a social phenomenon in which the understanding between the student and the teacher is important (Gipps, 1999;The SAF Foundation & Swedish Teachers´ Union, 2010). Assessments of student learning could be seen as multilingual, thus requiring more than a letter grade, and should include a narrative evaluation of their learning (Eisner, 2007).…”

Section: Educational Assessmentmentioning

confidence: 99%

“…A study on video-based learning points out that students felt that video recordings were effective in self-assessment (Leijen et al, 2009). Moreover, Gipps (1999) emphasises that teachers' and students' mutual involvement in the assessment process is important.…”

Section: The Phenomenon Of Formative Assessmentmentioning

confidence: 99%

“…The students needed to relate the goals of the course by themselves though I could see the course goals being expressed without overt descriptions. The understanding between the student and the teacher that Gipps (1999) emphasises is an important factor in this social phenomenon. As Stobart (2012) observes, students often depend on teachers' decoding of the steering documents.…”

Section: Communication About the Goals Of The Coursementioning

confidence: 99%

“…Embracing this feedback could be a challenge if the students are not conscious of their own level of knowledge and achievement or if the student and the teacher do not have accordance on the meaning of the feedback. Understanding between the teacher and student is important (Gipps, 1999;The SAF Foundation & Swedish Teachers´ Union, 2010). It seems almost impossible for the teacher to know how each student reflects upon his/her own achievement level and how he/she embraces general feedback.…”

Section: Quality Of Feedbackmentioning

confidence: 99%

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Assessing dance: A phenomonological study of formative assessment in dance education

Andersson¹

2014

A & R

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Section: Educational Assessmentmentioning

confidence: 99%

Section: The Phenomenon Of Formative Assessmentmentioning

confidence: 99%

Section: Communication About the Goals Of The Coursementioning

confidence: 99%

Section: Quality Of Feedbackmentioning

confidence: 99%

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Assessing dance: A phenomonological study of formative assessment in dance education

Andersson¹

2014

A & R

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“…As neoliberalism has affected the context in which universities function and academics work, Clegg and Smith (2010) note also that educational processes such as teaching, learning and assessment are increasingly shaped and regulated via centrally set institutional strategies and managerialist practices. Gipps (1999) argues that driving forces imposing control over teaching practices are essentially economic. Under the economic rationality, students can be seen as customers and universities as highly competitive service providers who need to ensure that their high quality services are clearly communicated to and trusted by the present and potential customers (Jankowski & Provezis, 2012).…”

mentioning

confidence: 99%

Academic perceptions of higher education assessment processes in neoliberal academia

Raaper

2015

Critical Studies in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Academic perceptions of higher education assessment processes in neoliberal academia Raaper, R. (2015). Academic perceptions of higher education assessment processes in neoliberal academia. Critical Studies in Education AbstractNeoliberal higher education reforms in relation to quality assurance, managerialist practices, accountability and performativity are receiving increasing attention and criticism. In this article, I will address student assessment as part of the technologies that increasingly govern academics and their work in universities. I will draw on Foucault's theories of governmentality and subjectification, and discourse analysis that have framed the research conducted with 16 academics in one university in the United Kingdom. While academics in the study expressed frustration with neoliberal reforms in general, and assessment policies in particular, they tended not to demonstrate overt resistance within their university systems. The reasons for this will be questioned and analysed in relation to a neoliberal mode of government where power relations shaping academic subjectivities are diffuse and pervasive. I will discuss the ways in which academics understand and act within these power relations, and I will also demonstrate a variety of covert practices that academics tend to apply when coping with the neoliberal technologies of government such as assessment.

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Representing student achievements in science

Fusco

Barton

2001

J. Res. Sci. Teach.

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In what follows, we develop a conceptual argument for expanding current visions of performance assessment to include the following three ideals: that performance/assessment addresses the value‐laden decisions about what and whose science is learned and assessed and include multiple worldviews, that performance/assessment in science simultaneously emerges in response to local needs, and that the performance/assessment is a method as well as an ongoing search for method. To make this argument, we draw together ideas raised by critical, feminist and multicultural science educators to describe an inclusive science education, one we refer to as critical science education, to raise questions about the nature and purpose of performance assessment in science education. We are particularly interested in how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. We present a case study from a youth‐led community science project in the inner city to help contextualize our argument. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 337–354, 2001

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Socio-Cultural Aspects of Assessment

Cited by 170 publications

References 71 publications

Assessing dance: A phenomonological study of formative assessment in dance education

Assessing dance: A phenomonological study of formative assessment in dance education

Academic perceptions of higher education assessment processes in neoliberal academia

Representing student achievements in science

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