Beyond social constructivist perspectives on assessment: the centring of knowledge

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dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2014-07-29T08:37:37Z
dc.date.available2014-07-29T08:37:37Z
dc.date.issued2008en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 29 August 2008, available online: http://www.tandfonline.com/10.1080/13562510802334970.en_ZA
dc.description.abstractOver 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 promised potential. Against this backdrop of uncertainty and circumspection this paper offers a critical reflection on higher education assessment discourses with a particular focus on the discourse of criterion referenced assessment. The central argument is that while the social constructivist perspective has significantly illuminated our understanding of assessment, inadvertently the very object of assessment-knowledge has been eclipsed. I propose that a fruitful way forward for our assessment practices is the centring of disciplinary forms of knowledge as an explicit component of the object of our assessment. Drawing on sociologists of education - Basil Bernstein and Karl Maton - I stake out some of the theoretical ground for reconceptualising the relationship between knowledge and assessment.en_ZA
dc.identifier.apacitationShay, S. (2008). Beyond social constructivist perspectives on assessment: the centring of knowledge. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/3341en_ZA
dc.identifier.chicagocitationShay, Suellen "Beyond social constructivist perspectives on assessment: the centring of knowledge." <i>Teaching in Higher Education</i> (2008) http://hdl.handle.net/11427/3341en_ZA
dc.identifier.citationShay, S. 2008. Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education.en_ZA
dc.identifier.issn1470-1294en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - 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 promised potential. Against this backdrop of uncertainty and circumspection this paper offers a critical reflection on higher education assessment discourses with a particular focus on the discourse of criterion referenced assessment. The central argument is that while the social constructivist perspective has significantly illuminated our understanding of assessment, inadvertently the very object of assessment-knowledge has been eclipsed. I propose that a fruitful way forward for our assessment practices is the centring of disciplinary forms of knowledge as an explicit component of the object of our assessment. Drawing on sociologists of education - Basil Bernstein and Karl Maton - I stake out some of the theoretical ground for reconceptualising the relationship between knowledge and assessment. DA - 2008 DB - OpenUCT DP - University of Cape Town J1 - Teaching in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 SM - 1470-1294 T1 - Beyond social constructivist perspectives on assessment: the centring of knowledge TI - Beyond social constructivist perspectives on assessment: the centring of knowledge UR - http://hdl.handle.net/11427/3341 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3341
dc.identifier.vancouvercitationShay S. Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education. 2008; http://hdl.handle.net/11427/3341.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceTeaching in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/13562510802334970
dc.subject.otherassessmenten_ZA
dc.subject.otherknowledgeen_ZA
dc.subject.othersociologyen_ZA
dc.subject.othercriterion-referenceden_ZA
dc.titleBeyond social constructivist perspectives on assessment: the centring of knowledgeen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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