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Browsing by Author "Shay, Suellen"

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An analysis of how knowledge is differentiated in a vocationally based curriculum for a new profession

Author: Halliday, Linda Date: 2015 Inspired by Muller’s (2009) ‘Forms of Knowledge and Curriculum Coherence’ and his theories relating to types of knowledge and curricula differentiation, this study interrogates knowledge in a vocational qualification, asking how it is ... Read more
Anonymous examination marking at University of Cape Town: the quest for an 'agonizing-free zone'

Author: Shay, Suellen ; Jones, Barbara Date: 2006 Drawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of ... Read more
Assessment and the quality of educational programmes: what constitutes evidence?

Author: Shay, Suellen ; Jawitz, Jeffrey Date: 2005 In a climate of growing accountability for Higher Education, there is an increased demand on assessment to play an evaluative role. National, professional and institutional quality assurance systems expect that the assessment of student ... Read more
Assessment at the boundaries: service learning as case study

Author: Shay, Suellen Date: 2008 This article explores the value systems which inform assessment practices in higher education, specifically how particular forms of knowledge valued in the curriculum shape and constrain assessment practices. The data for this article is drawn ... Read more
The assessment of complex tasks: a double reading

Author: Shay, Suellen Date: 2005 Drawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of ... Read more
The assessment of undergraduate final year projects : a study of academic professional judgment

Author: Shay, Suellen Date: 2003 The premise of this study is that the assessment of student performance is an interpretive process. This raises a fundamental validity question: on what basis do academic communities evaluate the soundness of their interpretations? The central ... Read more
Becoming an academic : a study of learning to judge student performance in three disciplines at a South African university

Author: Jawitz, Jeffrey Paul Date: 2007 This study seeks to understand how new academics learn to judge student performance in complex assessment tasks, i.e. tasks that allow students substantial initiative and latitude in their response. It was conducted at a research intensive ... Read more
Beyond social constructivist perspectives on assessment: the centring of knowledge

Author: Shay, Suellen Date: 2008 Over the past few decades assessment has been heralded for its key role in the improvement of teaching and learning. However, more recently there have been expressions of uncertainty about whether assessment is in fact delivering on its ... Read more
Conceptualising design knowledge and its recontextualisation in the studiowork component of a design foundation curriculum

Author: Steyn, Diane Date: 2012 Universities of Technology have traditionally prepared students for the world of work and their close ties with industry directly impact on vocational curriculum, which has to impart subject knowledge and specialized knowledge valued by ... Read more
Conceptualising differentiated forms of knowledge : the Medical (MBChB) curriculum of the University of Cape Town

Author: Louw, Graham Date: [201 Two major features characterise the change to the Medical curriculum at the University of Cape Town, which occurred in 2002, namely: a traditional didactic approach to teaching was replaced by a problem-based learning programme, and the ... Read more
Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view

Author: Shay, Suellen Date: 2012 Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have ... Read more
A critical engagement with research into higher education

Author: Shay, Suellen ; Ashwin, Paul ; Case, Jeniffer Date: 2009 The aim of this special issue is to promote a critical dialogue about research into higher education with a specific focus on higher education development. Echoing Clegg's argument (in this issue), we argue that higher education development ... Read more
Curriculum formation: a case study from History

Author: Shay, Suellen Date: 2011 Drawing on the work of Bernstein and Maton and using a case-study approach, this study explores the formation of an undergraduate history curriculum at the University of Cape Town. This article focuses on two periods of curriculum formation ... Read more
A curriculum framework for flexible engineering degrees in South Africa

Author: Grayson, Diane ; Collier-Reed, Brandon I ; Pearce, Howard ; Shay, Suellen Date: 23 Sep 2014 South Africa produces too few engineers to meet its development needs. The number of graduating engineers is slowly increasing, but is still only about 2000 per year, serving a population of over 50 million. Data from the Council on Higher ... Read more c b
Curriculum reform in South Africa: more time for what?

Author: Shay, Suellen ; Wolff, Karin ; Clarence-Fincham, Jennifer Date: 2016 In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor’s degrees be extended by one year with ... Read more
Educational development as a field: are we there yet?

Author: Shay, Suellen Date: 2012 This paper contributes to the critical engagement about educational development and its status as a field. The critique focuses in particular on our knowledge and the nature of our knowledge-building. The paper argues that unless we strengthen ... Read more
An exploration into the interpretive frameworks of assessors in an interior design moderation event

Author: Lewis, Mari Date: 2008 How do multiple perspectives enable or disturb the reaching of sound classifications? The question underlying the study arose out of the ostensibly conflicting paradigms that a multi-disciplinary assessor panel imputed to an interior design ... Read more
From Gatekeepers to Gateways: Courses Impeding Graduation Annual Report 2019

Author: Shay, Suellen ; Collier-Reed, Brandon ; Hendry, Jane ; Marquard, Stephen ; Kefale, Kende ; Prince, Robert ; Steyn, Sanet ; Mpofu-Mketwa, Tsitsi ; Carstens, Rondine Date: 2020 The Courses Impeding Graduation (CIG) Project is a research and development initiative of the Centre for Higher Education Development (CHED) addressing the problem of high failure rates in courses that are obstacles to student retention and ... Read more
Judging essays : factors that influence markers

Author: Olckers, Lorna Date: 2006 This thesis is an exploration of assessment with particular focus on the marking of essay assignments and the validity or soundness of that process. Read more
Judging essays: the challenge of interpretation

Author: Shay, Suellen ; Ocklers, Lorna Date: 2009 In the past decade there has been increasing interest in assessment as a social practice. There is a growing recognition that assessment, particularly of complex tasks, is a judgment which is socially-situated and thus contingent on a variety ... Read more

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