Reframing assessment research
Through a Practice Perspective
Bibliographic Data
| ID | 4098060 |
|---|---|
| Authors | David Boud (0000-0002-6883-2722, Deakin University, corresponding author), Phillip Dawson (0000-0002-4513-8287, Deakin University), Margaret Bearman (0000-0002-6862-9871, Health Professions Education and Educational Research, Monash University, Melbourne, Victoria, Australia), Sue Bennett (0000-0001-9607-6285, University of Wollongong), Gordon Joughin (0000-0002-1910-5609, Deakin University), Joughin Gordon (Deakin University), Elizabeth Molloy (0000-0001-9457-9348, University of Wollongong) |
| Year | 2018 |
| Volume | 43 |
| Issue | 7 |
| Pages | 1107-1118 |
| Publication date | 2018-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1202913 |
| OpenAlex | W2496534337 |
| Language | EN |
| Citations received | 45 |
| References cited | 13 |
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
Assessment for learning · Cognitive reframing · Curriculum · Educational assessment · Engineering ethics · Epistemology · Formative assessment · Higher education · Management science · Pedagogy · Political science · Sociology · Standards-based assessment · Computer Science · Engineering · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Straddling rows and columns
Navigating new territory
Primary school teachers’ assessment for learning practice for students’ learning improvement
Students’ motivation and ownership in a cross-campus and online setting
Kollaboration und Rechtfertigung
Assessment for inclusion
Embedding assessment flexibilities for future authentic learning
Assessment and epistemic (in)justice
Applying Sadler’s principles in holistic assessment design
Assessment for Inclusion
Assessing what matters most – the shifting value proposition of human-centred work in assessment practice
Teachers’ conceptions of assessment literacy
A systematic scoping review of empirical research on assessment practices in initial teacher education
Safeguarding fairness in assessments—How teachers develop joint practices
Beyond the assessment of knowing
AI-resistant and AI-resilient assessment in higher education
Seamful learning and professional education
Academic Optimism Profiles and Teachers' Conceptions of Assessment in a High‐Stakes System
Generative AI and higher education
Unveiling ableism and disablism in assessment
Curricular fit perspective on motivation in higher education
Governing ‘the disabled assessee’
A spanner in the works
I explain, therefore I learn
How does assessment drive learning? A focus on students’ development of evaluative judgement
(Re)centring students in learning analytics
Formative assessment as practice
A framework for understanding assessment practice in higher education
Reflective practicum in higher education
Improving assessment tasks through addressing our unconscious limits to change
The wicked problem of AI and assessment
Black Box Assessment
The assessment arms race and the evolution of a university’s assessment practices
How first-year students perceive and experience assessment of academic literacies
Assessment design through co-design
Authentic feedback
Developing interactive oral assessments to foster graduate attributes in higher education
How is theory used in assessment and feedback research? A critical review
Speaking the unspoken in learning analytics
Using scaffolding strategies to improve formative assessment practice in higher education
How does assessment shape student identities? An integrative review
Are we answering the question that has been set? Exploring the gap between research and practice around examinations in higher education
The Evaluation of Performance in the Study of Engineering
Beyond empowerment
Undergraduates' assessment enculturation in the neoliberal university
A socio‐cultural theorisation of formative assessment
Looking beyond learning
Assessment and Classroom Learning
Patterns of resistance in managing assessment change
A social constructivist assessment process model
Sustainable assessment revisited
Developing student autonomy in learning
Facts Are More Important Than Novelty
Practices and Actions A Wittgensteinian Critique of Bourdieu and Giddens
| Unique citing works | 45 |
|---|---|
| Citations per year | 5 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 44 |