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Reframing assessment research: through a practice perspective

journal contribution
posted on 01.01.2018, 00:00 authored by David BoudDavid Boud, Phillip DawsonPhillip Dawson, Margaret BearmanMargaret Bearman, S Bennett, G Joughin, E Molloy
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it.

History

Journal

Studies in higher education

Volume

43

Issue

7

Pagination

1107 - 1118

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0307-5079

eISSN

1470-174X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2016, Society for Research into Higher Education