Validating academic assessment: a hermeneutical perspective

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dc.contributor.authorShay, Suellenen_ZA
dc.contributor.authorReed, Yvonneen_ZA
dc.contributor.authorGraaff, Johannen_ZA
dc.date.accessioned2014-07-29T08:37:02Z
dc.date.available2014-07-29T08:37:02Z
dc.date.issued2004en_ZA
dc.description.abstractThis article addresses the nature of validation in assessment, that is, the question of what we know, and the processes by which we come to know, in assessing student work. Interest in this question started with a panel discussion at the Kenton Education Conference between the three authors of this article. This article is a continuation of that discussion. It begins by drawing on the basic distinction between the hermeneutics of faith and the hermeneutics of suspicion, first set out by Paul Ricoeur. These are two ontological moments in social science theory, in everyday life, in teaching and in assessment. They cannot be separated. Nevertheless, and quite problematically, much of the assessment literature, and much assessment activity, ignores the first and emphasizes these cond. In addition, there is significant assessment activity in teaching which incorporates implicitly and silently, non-cognitive and situational factors, based on the hermeneutics of faith. Our question is: How is one, then, to validate judgements made in this post-positivist mode? How is one to assess the assessor? We conclude the paper with tentative suggestions of how criteria drawn from qualitative research and from psychotherapy can be helpful in this regard.en_ZA
dc.identifier.apacitationShay, S., Reed, Y., & Graaff, J. (2004). Validating academic assessment: a hermeneutical perspective. <i>Journal of Education</i>, http://hdl.handle.net/11427/3337en_ZA
dc.identifier.chicagocitationShay, Suellen, Yvonne Reed, and Johann Graaff "Validating academic assessment: a hermeneutical perspective." <i>Journal of Education</i> (2004) http://hdl.handle.net/11427/3337en_ZA
dc.identifier.citationShay, S., Reed, Y., Graaff, J. 2004. Validating academic assessment: a hermeneutical perspective. Journal of Education.en_ZA
dc.identifier.issn2249-5517en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AU - Reed, Yvonne AU - Graaff, Johann AB - This article addresses the nature of validation in assessment, that is, the question of what we know, and the processes by which we come to know, in assessing student work. Interest in this question started with a panel discussion at the Kenton Education Conference between the three authors of this article. This article is a continuation of that discussion. It begins by drawing on the basic distinction between the hermeneutics of faith and the hermeneutics of suspicion, first set out by Paul Ricoeur. These are two ontological moments in social science theory, in everyday life, in teaching and in assessment. They cannot be separated. Nevertheless, and quite problematically, much of the assessment literature, and much assessment activity, ignores the first and emphasizes these cond. In addition, there is significant assessment activity in teaching which incorporates implicitly and silently, non-cognitive and situational factors, based on the hermeneutics of faith. Our question is: How is one, then, to validate judgements made in this post-positivist mode? How is one to assess the assessor? We conclude the paper with tentative suggestions of how criteria drawn from qualitative research and from psychotherapy can be helpful in this regard. DA - 2004 DB - OpenUCT DP - University of Cape Town J1 - Journal of Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2004 SM - 2249-5517 T1 - Validating academic assessment: a hermeneutical perspective TI - Validating academic assessment: a hermeneutical perspective UR - http://hdl.handle.net/11427/3337 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3337
dc.identifier.vancouvercitationShay S, Reed Y, Graaff J. Validating academic assessment: a hermeneutical perspective. Journal of Education. 2004; http://hdl.handle.net/11427/3337.en_ZA
dc.language.isoengen_ZA
dc.publisherBioinfo Publicationsen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceJournal of Educationen_ZA
dc.source.urihttp://reference.sabinet.co.za/sa_epublication/joe
dc.titleValidating academic assessment: a hermeneutical perspectiveen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePreprinten_ZA
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