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A contribution to the history of assessment: how a conversation simulator redeems Socratic method

Nelson, Robert and Dawson, Phillip 2014, A contribution to the history of assessment: how a conversation simulator redeems Socratic method, Assessment & evaluation in higher education, vol. 39, no. 2, pp. 195-204, doi: 10.1080/02602938.2013.798394.

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Title A contribution to the history of assessment: how a conversation simulator redeems Socratic method
Author(s) Nelson, Robert
Dawson, PhillipORCID iD for Dawson, Phillip orcid.org/0000-0002-4513-8287
Journal name Assessment & evaluation in higher education
Volume number 39
Issue number 2
Start page 195
End page 204
Total pages 12
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 0260-2938
1469-297X
Keyword(s) history of assessment
philosophy
Socratic method
conversation simulation
Summary Assessment in education is a recent phenomenon. Although there were counterparts in former epochs, the term assessment only began to be spoken about in education after the Second World War; and, since that time, views, strategies and concerns over assessment have proliferated according to an uncomfortable dynamic. We fear that, increasingly, education is assessment-led rather than learning-led and ‘counter to what is desired’ in an ugly judgemental spirit whose moral underpinnings deserve scrutiny. In this article, we seek to historicise assessment and the anxieties of credentialising students. Through this longer history, we present a philosophy of assessment which underlies the development of a new method in assessment-as-learning. We hope that our development of a conversation simulator helps restore the innocence of education as learning-led, while still delivering on the incumbencies of assessment.
Language eng
DOI 10.1080/02602938.2013.798394
Field of Research 130103 Higher Education
130306 Educational Technology and Computing
130303 Education Assessment and Evaluation
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2013, Taylor & Francis
Free to Read? Yes
Free to Read Start Date 2016-07-01
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070542

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.