Being “in” assessment: the ontological layer(ing) of assessment practice

Being “in” assessment: the ontological layer(ing) of assessment practice Purpose – Current discourses on educational assessment focus on the priority of learning. While this intent is invariably played out in classroom practice, a consideration of the ontological nature of assessment practice opens understandings which show the experiential nature of “being in assessment”. The purpose of this paper is to discuss these issues. Design/methodology/approach – Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of assessment are worked for their emergent and ontological themes. Findings – These stories show the ontological nature of assessment as a matter of being in assessment in an embodied and holistic way. Originality/value – Importantly, the nature of a teacher's way‐of‐being matters to assessment practices. Implications exist for teacher educators and teacher education programmes in relation to the priority of experiential stories for understanding assessment practice, the need for re‐balancing a concern for professional knowledge and practice with a students’ way of being in assessment, and the pedagogical implications of evoking sensitivities in assessment. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Being “in” assessment: the ontological layer(ing) of assessment practice

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Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
2050-7003
DOI
10.1108/JARHE-01-2012-0001
Publisher site
See Article on Publisher Site

Abstract

Purpose – Current discourses on educational assessment focus on the priority of learning. While this intent is invariably played out in classroom practice, a consideration of the ontological nature of assessment practice opens understandings which show the experiential nature of “being in assessment”. The purpose of this paper is to discuss these issues. Design/methodology/approach – Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of assessment are worked for their emergent and ontological themes. Findings – These stories show the ontological nature of assessment as a matter of being in assessment in an embodied and holistic way. Originality/value – Importantly, the nature of a teacher's way‐of‐being matters to assessment practices. Implications exist for teacher educators and teacher education programmes in relation to the priority of experiential stories for understanding assessment practice, the need for re‐balancing a concern for professional knowledge and practice with a students’ way of being in assessment, and the pedagogical implications of evoking sensitivities in assessment.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Apr 8, 2014

Keywords: Teacher education; Assessment; Ontology

References

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