Researching Assessment as Social Practice: Implications for Research Methodology

Autor/in	Shay, Suellen
Titel	Researching Assessment as Social Practice: Implications for Research Methodology
Quelle	In: International Journal of Educational Research, 47 (2008) 3, S.159-164 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2008.01.003
Schlagwörter	Educational Research; Research Methodology; Educational Assessment; Higher Education; Foreign Countries; Student Evaluation; Grading; Tests; Educational Policy; Social Theories; Racial Bias; Social Environment; Educational Environment; South Africa + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Education; assessment; Bewertungssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Schulnote; Studentische Bewertung; Notengebung; Examination; Prüfung; Examen; Politics of education; Bildungspolitik; Gesellschaftstheorie; Racial discrimination; Rassismus; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological "thinking tools" of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins [Jenkins, R. (2002). "Pierre Bourdieu." London: Routledge and Falmer] refers to as Bourdieu's ''reflexive epistemological pluralism'' and its implications for research into higher education, with a particular focus on assessment as social practice. This particular theoretical and methodological understanding is used to critically reflect on a study conducted in 2005 on the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004. The study collected both quantitative data of student examination performance pre- and post-policy implementation, as well as interviews with course conveners. The paper argues that when viewed interdependently the data offers insight into some of the ''principles of vision and division'' [Bourdieu, P. (1996). "The state nobility: Elite schools in the field of power." Cambridge: Polity Press] at work in assessors' judgment-making process. The assessors' deliberations expose ideological tensions between the dual challenges of equity and excellence in the context of a historically white liberal university under transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10