Assessment Talk in Design: The Multiple Purposes of Assessment in HE

Autor/inn/en	Harman, Kerry; McDowell, Liz
Titel	Assessment Talk in Design: The Multiple Purposes of Assessment in HE
Quelle	In: Teaching in Higher Education, 16 (2011) 1, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Student Evaluation; Foreign Countries; Higher Education; Identification; Intellectual Disciplines; Discourse Analysis; Discourse Communities; Interviews; Teacher Student Relationship; Power Structure; Design; Apprenticeships; Individual Development; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Identifikation; Identifizierung; Geisteswissenschaften; Diskursanalyse; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Apprenticeship; Lehre; Individuelle Entwicklung; Ausbildung; Berufsbildung; Großbritannien
Abstract	This paper is based on an empirical study of assessment practices currently being undertaken in a post-1992 university in the UK. Our broad interest is in examining assessment practices in context in order to explore why lecturers assess in the ways that they do. The Assessment Environments and Cultures project aims to illuminate some of the complex interrelationships between assessment practices, academic identities, institutional discourses and disciplinary cultures, and how assessment practices are both sustained and changed. The focus in this paper is on a group of academics working in the subject area of Design. More specifically, we examine the effects of the circulation of multiple discourses in a School of Design. By "discourse" we mean the combined social and language practices that contribute to the construction of knowledges, identities and experience. We are interested in the discursive resources drawn on by the Design lecturers when talking about their assessment experience, the subject positions these discourses make available and the implications in terms of how assessment might be understood and organised in this School and relations of power. We focus on interview data collected from 11 Design lecturers in order to undertake the analysis. We propose that there are multiple discourses in circulation in this school, which position academics and students in quite different ways, and that managing these different positionings may at times create tension. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10