Prefigurement, identities and agency: the disciplinary nature of evaluative judgement
© 2018 selection and editorial matter, David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Evaluative judgements take place in a specific assessment context; they are not generic approaches to learning. Making an evaluative judgement should therefore allow students to engage with criteria of disciplinary quality. In doing so, students may grasp what Shulman terms the surface, deep and implicit structures of a discipline. This chapter explores the role of agency and disciplinary identity with respect to evaluative judgements. Practical implications include designing authentic assessments that present opportunities for students to author themselves into the narratives and hierarchies of the discipline.
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Chapter number
15Pagination
147-155ISBN-13
9781351612524Language
engPublication classification
B1 Book chapterExtent
19Editor/Contributor(s)
Boud D, Ajjawi R, Dawson P, Tai JPublisher
Taylor & FrancisPlace of publication
London, EngTitle of book
Developing evaluative judgement in higher education: Assessment for knowing and producing quality workUsage metrics
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130103 Higher Education130202 Curriculum and Pedagogy Theory and Development130303 Education Assessment and Evaluation930102 Learner and Learning Processes930201 Pedagogy930301 Assessment and Evaluation of CurriculumSchool of Education3901 Curriculum and pedagogy3903 Education systems3904 Specialist studies in education
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