Judging essays: the challenge of interpretation

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dc.contributor.authorShay, Suellenen_ZA
dc.contributor.authorOcklers, Lornaen_ZA
dc.date.accessioned2014-07-29T08:37:02Z
dc.date.available2014-07-29T08:37:02Z
dc.date.issued2009en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2009, available online: http://reference.sabinet.co.za/sa_epublication_article/high_v23_n1_a10.en_ZA
dc.description.abstractIn 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 of factors which constitute the assessment event. Drawing on the hermeneutical tradition, this article explores the interpretive processes of essay markers in two Health Science courses at the University of Cape Town, with a particular focus on markers' judgements about language. The analysis exposes multiple 'circles' of influence on markers' professional judgements, including the texts (both the written product and the student writer), the marker's interpretive framework, the interpretive community and the wider institutional discourses. The article contributes to a better understanding of the crucial role of the interpretive community in the validation of assessment interpretations.en_ZA
dc.identifier.apacitationShay, S., & Ocklers, L. (2009). Judging essays: the challenge of interpretation. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/3338en_ZA
dc.identifier.chicagocitationShay, Suellen, and Lorna Ocklers "Judging essays: the challenge of interpretation." <i>South African Journal of Higher Education</i> (2009) http://hdl.handle.net/11427/3338en_ZA
dc.identifier.citationShay, S., Ocklers, L. 2009. Judging essays: the challenge of interpretation. South African Journal of Higher Education.en_ZA
dc.identifier.issn1011-3487en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AU - Ocklers, Lorna AB - 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 of factors which constitute the assessment event. Drawing on the hermeneutical tradition, this article explores the interpretive processes of essay markers in two Health Science courses at the University of Cape Town, with a particular focus on markers' judgements about language. The analysis exposes multiple 'circles' of influence on markers' professional judgements, including the texts (both the written product and the student writer), the marker's interpretive framework, the interpretive community and the wider institutional discourses. The article contributes to a better understanding of the crucial role of the interpretive community in the validation of assessment interpretations. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1011-3487 T1 - Judging essays: the challenge of interpretation TI - Judging essays: the challenge of interpretation UR - http://hdl.handle.net/11427/3338 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3338
dc.identifier.vancouvercitationShay S, Ocklers L. Judging essays: the challenge of interpretation. South African Journal of Higher Education. 2009; http://hdl.handle.net/11427/3338.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.sourceSouth African Journal of Higher Educationen_ZA
dc.source.urihttp://reference.sabinet.co.za/sa_epublication_article/high_v23_n1_a10
dc.titleJudging essays: the challenge of interpretationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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