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 and Evaluation in Higher Education
Volume
45
Pagination
1192-1204
Location
Abingdon, Eng.
ISSN
0260-2938
eISSN
1469-297X
Language
English
Publication classification
C1 Refereed article in a scholarly journal
Copyright notice
2020, Informa UK Limited, trading as Taylor & Francis Group