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Reframing assessment research: through a practice perspective

Journal Article


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.

Authors


  •   Boud, David J. (external author)
  •   Dawson, Phillip (external author)
  •   Bearman, Margaret (external author)
  •   Bennett, Sue
  •   Joughin, Gordon R. (external author)
  •   Molloy, Elizabeth K. (external author)

Publication Date


  • 2016

Citation


  • Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G. & Molloy, E. (2016). Reframing assessment research: through a practice perspective. Studies in Higher Education, Online First 1-12.

Scopus Eid


  • 2-s2.0-84979609923

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2907

Has Global Citation Frequency


Number Of Pages


  • 11

Start Page


  • 1

End Page


  • 12

Volume


  • Online First

Place Of Publication


  • United Kingdom

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.

Authors


  •   Boud, David J. (external author)
  •   Dawson, Phillip (external author)
  •   Bearman, Margaret (external author)
  •   Bennett, Sue
  •   Joughin, Gordon R. (external author)
  •   Molloy, Elizabeth K. (external author)

Publication Date


  • 2016

Citation


  • Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G. & Molloy, E. (2016). Reframing assessment research: through a practice perspective. Studies in Higher Education, Online First 1-12.

Scopus Eid


  • 2-s2.0-84979609923

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2907

Has Global Citation Frequency


Number Of Pages


  • 11

Start Page


  • 1

End Page


  • 12

Volume


  • Online First

Place Of Publication


  • United Kingdom