Researching assessment as social practice: implications for research methodology

 

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dc.contributor.author Shay, Suellen en_ZA
dc.date.accessioned 2014-07-29T08:36:12Z
dc.date.available 2014-07-29T08:36:12Z
dc.date.issued 2008 en_ZA
dc.identifier.citation Shay, S. 2008. Researching assessment as social practice: implications for research methodology. International Journal of Education Research. en_ZA
dc.identifier.issn 0883-0355 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/3316
dc.description This is the author's version of a work that was accepted for publication of the article: Researching assessment as social practice: Implications for research methodology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Educational Research, VOL 47, ISSUE 3, 2008, DOI: 10.1016/j.ijer.2008.01.003. en_ZA
dc.description.abstract Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological 'thinking tools' of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins [Jenkins, R. (2002). Pierre Bourdieu. London: Routledge and Falmer] refers to as Bourdieu's ""reflexive epistemological pluralism"" and its implications for research into higher education, with a particular focus on assessment as social practice. This particular theoretical and methodological understanding is used to critically reflect on a study conducted in 2005 on the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004. The study collected both quantitative data of student examination performance pre and post-policy implementation, as well as interviews with course conveners. The paper argues that when viewed interdependently the data offers insight into some of the ""principles of vision and division"" [Bourdieu, P. (1996). The state nobilityP: Elite schools in the field of power. Cambridge: Polity Press] at work in assessors' judgment-making process. The assessors' deliberations expose ideological tensions between the dual challenges of equity and excellence in the context of a historically white liberal university under transformation. en_ZA
dc.language.iso eng en_ZA
dc.publisher Elsevier Ltd. en_ZA
dc.source International Journal of Education Research en_ZA
dc.source.uri http://dx.doi.org/10.1016/j.ijer.2008.01.003
dc.subject.other social practice en_ZA
dc.subject.other assessment en_ZA
dc.subject.other research methodology en_ZA
dc.title Researching assessment as social practice: implications for research methodology en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Shay, S. (2008). Researching assessment as social practice: implications for research methodology. <i>International Journal of Education Research</i>, http://hdl.handle.net/11427/3316 en_ZA
dc.identifier.chicagocitation Shay, Suellen "Researching assessment as social practice: implications for research methodology." <i>International Journal of Education Research</i> (2008) http://hdl.handle.net/11427/3316 en_ZA
dc.identifier.vancouvercitation Shay S. Researching assessment as social practice: implications for research methodology. International Journal of Education Research. 2008; http://hdl.handle.net/11427/3316. en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological 'thinking tools' of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins [Jenkins, R. (2002). Pierre Bourdieu. London: Routledge and Falmer] refers to as Bourdieu's ""reflexive epistemological pluralism"" and its implications for research into higher education, with a particular focus on assessment as social practice. This particular theoretical and methodological understanding is used to critically reflect on a study conducted in 2005 on the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004. The study collected both quantitative data of student examination performance pre and post-policy implementation, as well as interviews with course conveners. The paper argues that when viewed interdependently the data offers insight into some of the ""principles of vision and division"" [Bourdieu, P. (1996). The state nobilityP: Elite schools in the field of power. Cambridge: Polity Press] at work in assessors' judgment-making process. The assessors' deliberations expose ideological tensions between the dual challenges of equity and excellence in the context of a historically white liberal university under transformation. DA - 2008 DB - OpenUCT DP - University of Cape Town J1 - International Journal of Education Research LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 SM - 0883-0355 T1 - Researching assessment as social practice: implications for research methodology TI - Researching assessment as social practice: implications for research methodology UR - http://hdl.handle.net/11427/3316 ER - en_ZA


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