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Challenging Formative Assessment: Disciplinary Spaces and Identities
journal contribution
posted on 2023-06-07, 19:22 authored by John Pryor, Barbara CrossouardBarbara CrossouardWhat if knowledge is an active engagement between the knowing subject and what is known a kind of doing (Gill 1993, 68)? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as encompassing a disciplinary meta-discourse within the context of teaching as response. We draw on data from a postgraduate context to illustrate how the identities of teachers and learners may be brought into play. Formative assessment is seen to involve movement across a concreteproceduralreflective discursiveexistential continuum, and between the convergent and divergent. We suggest that by asserting the centrality of disciplinary knowledge and identities, the frameworks presented may be used heuristically to entice academics into thinking more specifically and organically about pedagogies which are more appropriate to the changing nature of twenty-first-century higher education.
History
Publication status
- Published
Journal
Assessment and Evaluation in Higher EducationISSN
0260-2938Publisher
RoutledgeExternal DOI
Issue
3Volume
35Page range
265-276Department affiliated with
- Education Publications
Notes
4th Biennial Conference on Challenging Assessment, Berlin, GERMANY, 2009Full text available
- No
Peer reviewed?
- Yes