The assessment of complex tasks: a double reading

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dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2014-07-29T08:36:11Z
dc.date.available2014-07-29T08:36:11Z
dc.date.issued2005en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 15 August 2006, available online: http://www.tandfonline.com/10.1080/03075070500339988.en_ZA
dc.description.abstractDrawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of an engineering community of practice at a South African university illustrates the multiple subjectivities that shape assessors' interpretations of student performance. This case study contributes to an understanding of academic professional judgment as a ‘double reading' - an iterative movement between different modes of knowledge which comprise the objective and the subjective. The author concludes with a brief discussion of the theoretical and practical implications of this for how academic communities of practice come to judge and how these judgments are validated.en_ZA
dc.identifier.apacitationShay, S. (2005). The assessment of complex tasks: a double reading. <i>Studies in Higher Education</i>, http://hdl.handle.net/11427/3315en_ZA
dc.identifier.chicagocitationShay, Suellen "The assessment of complex tasks: a double reading." <i>Studies in Higher Education</i> (2005) http://hdl.handle.net/11427/3315en_ZA
dc.identifier.citationShay, S. 2005. The assessment of complex tasks: a double reading. Studies in Higher Education.en_ZA
dc.identifier.issn0307-5079en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - Drawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of an engineering community of practice at a South African university illustrates the multiple subjectivities that shape assessors' interpretations of student performance. This case study contributes to an understanding of academic professional judgment as a ‘double reading' - an iterative movement between different modes of knowledge which comprise the objective and the subjective. The author concludes with a brief discussion of the theoretical and practical implications of this for how academic communities of practice come to judge and how these judgments are validated. DA - 2005 DB - OpenUCT DP - University of Cape Town J1 - Studies in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2005 SM - 0307-5079 T1 - The assessment of complex tasks: a double reading TI - The assessment of complex tasks: a double reading UR - http://hdl.handle.net/11427/3315 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3315
dc.identifier.vancouvercitationShay S. The assessment of complex tasks: a double reading. Studies in Higher Education. 2005; http://hdl.handle.net/11427/3315.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.sourceStudies in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/03075070500339988
dc.titleThe assessment of complex tasks: a double readingen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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