Assessment at the boundaries: service learning as case study

 

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dc.contributor.author Shay, Suellen en_ZA
dc.date.accessioned 2014-07-29T08:36:54Z
dc.date.available 2014-07-29T08:36:54Z
dc.date.issued 2008 en_ZA
dc.identifier.citation Shay, S. 2008. Assessment at the boundaries: service learning as case study. British Educational Research Journal. en_ZA
dc.identifier.issn 1469-3518 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/3326
dc.description This is the accepted version of the following article: Shay, S. 2008. Assessment at the boundaries: service learning as case study. British Educational Research Journal. 34(4): 525-540. DOI: 10.1080/01411920701609406., which has been published in final form at http://dx.doi.org/10.1080/01411920701609406. en_ZA
dc.description.abstract 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 from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students 'to step out of the particularities'. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a 'window', this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source British Educational Research Journal en_ZA
dc.source.uri http://dx.doi.org/10.1080/01411920701609406
dc.title Assessment at the boundaries: service learning as case study 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). Assessment at the boundaries: service learning as case study. <i>British Educational Research Journal</i>, http://hdl.handle.net/11427/3326 en_ZA
dc.identifier.chicagocitation Shay, Suellen "Assessment at the boundaries: service learning as case study." <i>British Educational Research Journal</i> (2008) http://hdl.handle.net/11427/3326 en_ZA
dc.identifier.vancouvercitation Shay S. Assessment at the boundaries: service learning as case study. British Educational Research Journal. 2008; http://hdl.handle.net/11427/3326. en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - 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 from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students 'to step out of the particularities'. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a 'window', this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems. DA - 2008 DB - OpenUCT DP - University of Cape Town J1 - British Educational Research Journal LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 SM - 1469-3518 T1 - Assessment at the boundaries: service learning as case study TI - Assessment at the boundaries: service learning as case study UR - http://hdl.handle.net/11427/3326 ER - en_ZA


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