The assessment of undergraduate final year projects : a study of academic professional judgment

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dc.contributor.advisorMcCormick, Kayen_ZA
dc.contributor.advisorHall, Martinen_ZA
dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2015-09-15T10:30:57Z
dc.date.available2015-09-15T10:30:57Z
dc.date.issued2003en_ZA
dc.descriptionBibliography: leaves 213-218.en_ZA
dc.description.abstractThe premise of this study is that the assessment of student performance is an interpretive process. This raises a fundamental validity question: on what basis do academic communities evaluate the soundness of their interpretations? The central problem which this study explores is how academic assessors validate their interpretations of student performance on complex tasks. I explore this problem by focusing specifically on the assessment of final year undergraduate projects through two case studies of disciplinary communities of practice, one in the Humanities faculty and the other in the Engineering faculty of a South African university. Drawing on Bourdieu's theory of social practice on the one hand, and the methods of critical discourse analysis and ethnography on the other, I construct a theory and method of inquiry which illumines aspects of assessment as an interpretive process, aspects which have been obscured by traditional approaches to assessment. This analysis privileges the context of assessment, the inevitability of difference in assessment interpretations and the equally inevitable effects of power. My methodological approach identifies four elements which constitute social practice- social structure, conjuncture. event and text. These constitutive elements operationalize into a series of analytical stages which expose different aspects of social practice. My approach is consistent with Fairclough's method of critical discourse analysis, although I also include ethnographic methods.en_ZA
dc.identifier.apacitationShay, S. (2003). <i>The assessment of undergraduate final year projects : a study of academic professional judgment</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13999en_ZA
dc.identifier.chicagocitationShay, Suellen. <i>"The assessment of undergraduate final year projects : a study of academic professional judgment."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2003. http://hdl.handle.net/11427/13999en_ZA
dc.identifier.citationShay, S. 2003. The assessment of undergraduate final year projects : a study of academic professional judgment. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Shay, Suellen AB - The premise of this study is that the assessment of student performance is an interpretive process. This raises a fundamental validity question: on what basis do academic communities evaluate the soundness of their interpretations? The central problem which this study explores is how academic assessors validate their interpretations of student performance on complex tasks. I explore this problem by focusing specifically on the assessment of final year undergraduate projects through two case studies of disciplinary communities of practice, one in the Humanities faculty and the other in the Engineering faculty of a South African university. Drawing on Bourdieu's theory of social practice on the one hand, and the methods of critical discourse analysis and ethnography on the other, I construct a theory and method of inquiry which illumines aspects of assessment as an interpretive process, aspects which have been obscured by traditional approaches to assessment. This analysis privileges the context of assessment, the inevitability of difference in assessment interpretations and the equally inevitable effects of power. My methodological approach identifies four elements which constitute social practice- social structure, conjuncture. event and text. These constitutive elements operationalize into a series of analytical stages which expose different aspects of social practice. My approach is consistent with Fairclough's method of critical discourse analysis, although I also include ethnographic methods. DA - 2003 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2003 T1 - The assessment of undergraduate final year projects : a study of academic professional judgment TI - The assessment of undergraduate final year projects : a study of academic professional judgment UR - http://hdl.handle.net/11427/13999 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13999
dc.identifier.vancouvercitationShay S. The assessment of undergraduate final year projects : a study of academic professional judgment. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2003 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13999en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleThe assessment of undergraduate final year projects : a study of academic professional judgmenten_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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