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Quality and tyranny: competing discourses around a compulsory rubric

journal contribution
posted on 01.01.2020, 00:00 authored by Lucinda McKnightLucinda McKnight, Susan Bennett, Scott Webster
This article takes the introduction of a compulsory rubric for assessment across all units taught in an arts and education faculty as an opportunity for the identification and discussion of competing discourses around this process. We identify five discourses that complicate those of quality and efficiency in relation to rubrics: imperatives for 21st century learning; authentic assessment; Indigenous perspectives; creative praxis and academic freedom. Through describing the resulting discursive conflict we demonstrate what needs to be negotiated in this particular context, for all staff, with implications for those experiencing similar tensions in their own contexts. We also consider what these tensions both enable and constrain for future assessment policy and practice.

History

Journal

Assessment & Evaluation in Higher Education

Volume

45

Issue

8

Pagination

1192 - 1204

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0260-2938

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2020, Informa UK Limited, trading as Taylor & Francis Group