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Crossouard, Barbara (2010) Reforms to higher education assessment reporting: opportunities and challenges. Teaching in Higher Education, 15 (3). pp. 247-258. ISSN 1356-2517
Full text not available from this repository.Abstract
This article responds to recent UK proposals on measuring and recording student achievement (Universities UK 2007) to highlight issues that are relevant across different higher education contexts, which are increasingly intertwined through the expansion of the Bologna process. Drawing from wide-ranging literature on assessment and sociology, this paper argues that the introduction of new assessment technologies cannot be seen from a purely technical perspective but instead requires a deeper appreciation of assessment as a social practice, which contributes powerfully to the construction of learner subjectivities in ways that are not necessarily benign. Although not suggesting this leads to any easy solutions, the concept of ‘meta-social’ awareness may be useful in better supporting a diverse student body in confronting the complexities of the twenty-first century.
| Item Type: | Article |
|---|---|
| Keywords: | higher education reform,assessment regime,assessment reform, equity |
| Schools and Departments: | School of Education and Social Work > Education |
| Related URLs: | |
| Depositing User: | Barbara Crossouard |
| Date Deposited: | 06 Feb 2012 18:25 |
| Last Modified: | 31 May 2012 14:12 |
| URI: | http://sro.sussex.ac.uk/id/eprint/16248 |