Assessment and student transformation
Linking Character and Intellect
Bibliographic Data
| ID | 4749548 |
|---|---|
| Authors | Mark Barrow (0000-0002-6752-5800, Unitec Institute of Technology, corresponding author) |
| Year | 2006 |
| Volume | 31 |
| Issue | 3 |
| Pages | 357-372 |
| Publication date | 2006-06-01 |
| 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 | 10.1080/03075070600680869 |
| OpenAlex | W2153428892 |
| Language | EN |
| Citations received | 14 |
| References cited | 15 |
This article is concerned with the complex role played by student assessment in the formation of the human subjects that are the product of higher education. Using a framework informed by the work of Foucault, it explores the productive effects of assessment regimes. Drawing on narrative data collected during in‐depth, semi‐structured interviews with students, it contrasts assessment regimes in two degree programmes to consider the way in which assessment may draw students into varied power relations. It is argued that in playing out these relations assessment incites students (to varying extents) to develop, consider and disclose to the lecturer links between their intellect and character. In doing so, students expose their developing character to the interpretation and guidance of the lecturer, providing the potential for the lecturer to lead students to construct and conduct themselves in a manner appropriate for a complex contemporary state. Additionally, and significantly, such approaches may have the potential to overcome the normative effects inherent in all assessment. The extent to which assessment might assist students to develop the transformed nature that is required to purposefully and deliberately undermine the rules of the discipline is discussed
Engineering ethics · Epistemology · Higher education · Intellect · Mathematics education · Narrative · Normative · Pedagogy · Political science · Sociology · Computer Science · Education, Philosophy, and Society · Engineering · Global Educational Policies and Reforms · Higher Education Practises and Engagement · Psychology
Tracing assessment policy discourses in neoliberalised higher education settings
Re-conceptualising graduate employability
Humanising higher education through interdisciplinary student-devised assessments
Making judgements about students making work
Governing ‘the disabled assessee’
Faceworking
‘There was very little room for me to be me’
Do those who benefit the most need it the least? A four-year experiment in enquiry-based feedback
Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives
Professional identity development
Assessment as a matter of being and becoming
How does assessment shape student identities? An integrative review
Disentangling instructional roles
Exploring the discourses around 'creativity' and 'critical thinking' in a South African creative arts curriculum
Research Methods in Education
Research Methods in Education
Discipline and Punish
Inventing our Selves
Discipline and Punish
Michel Foucault
Is There a Place for Cultural Studies in Colleges of Education? 1
Sources of the self
About the Beginning of the Hermeneutics of the Self
The Ethic of Care for the Self as a Practice of Freedom
The Postmodern Condition
Alternative Perspectives on the Student Experience
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,82 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |