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Quality and tyranny: competing discourses around a compulsory rubric

Journal Article


Abstract


  • This article takes the introduction of a compulsory rubric for assessment across all units taught in an arts and education faculty as an opportunity for the identification and discussion of competing discourses around this process. We identify five discourses that complicate those of quality and efficiency in relation to rubrics: imperatives for twenty-first century learning; authentic assessment; Indigenous perspectives; creative praxis and academic freedom. Through describing the resulting discursive conflict we demonstrate what needs to be negotiated in this particular context, for all staff, with implications for those experiencing similar tensions in their own contexts. We also consider what these tensions both enable and constrain for future assessment policy and practice.

Publication Date


  • 2020

Citation


  • McKnight, L., Bennett, S., & Webster, S. (2020). Quality and tyranny: competing discourses around a compulsory rubric. Assessment and Evaluation in Higher Education, 45(8), 1192-1204. doi:10.1080/02602938.2020.1730764

Scopus Eid


  • 2-s2.0-85081011678

Web Of Science Accession Number


Start Page


  • 1192

End Page


  • 1204

Volume


  • 45

Issue


  • 8

Abstract


  • This article takes the introduction of a compulsory rubric for assessment across all units taught in an arts and education faculty as an opportunity for the identification and discussion of competing discourses around this process. We identify five discourses that complicate those of quality and efficiency in relation to rubrics: imperatives for twenty-first century learning; authentic assessment; Indigenous perspectives; creative praxis and academic freedom. Through describing the resulting discursive conflict we demonstrate what needs to be negotiated in this particular context, for all staff, with implications for those experiencing similar tensions in their own contexts. We also consider what these tensions both enable and constrain for future assessment policy and practice.

Publication Date


  • 2020

Citation


  • McKnight, L., Bennett, S., & Webster, S. (2020). Quality and tyranny: competing discourses around a compulsory rubric. Assessment and Evaluation in Higher Education, 45(8), 1192-1204. doi:10.1080/02602938.2020.1730764

Scopus Eid


  • 2-s2.0-85081011678

Web Of Science Accession Number


Start Page


  • 1192

End Page


  • 1204

Volume


  • 45

Issue


  • 8