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The performative turn in the assessment of student learning: a rights perspective

The performative turn in the assessment of student learning: a rights perspective
The performative turn in the assessment of student learning: a rights perspective
Active learning and group-based processes in higher education are central to student engagement strategies. Forms of assessment regarded as evidencing student engagement, including attendance, class participation grading and group-based projects, have become commonplace in the university curriculum on an international basis. Whilst the literature has focused on evaluating such forms of assessment in terms of learning gain, analysis of their impact from a student rights perspective has been largely overlooked. This paper will analyse student perspectives of three forms of assessment entailing the measurement of observable student attitudes and behaviour: attendance, class participation and group work grading. The evidence from a survey of undergraduates based in a Hong Kong university suggests that the majority of students are concerned about whether such practices are appropriate and fair, potentially undermining their freedom of choice to learn as adults.
1356-2517
1-15
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c

Macfarlane, Bruce (2016) The performative turn in the assessment of student learning: a rights perspective. Teaching in Higher Education, 1-15. (doi:10.1080/13562517.2016.1183623).

Record type: Article

Abstract

Active learning and group-based processes in higher education are central to student engagement strategies. Forms of assessment regarded as evidencing student engagement, including attendance, class participation grading and group-based projects, have become commonplace in the university curriculum on an international basis. Whilst the literature has focused on evaluating such forms of assessment in terms of learning gain, analysis of their impact from a student rights perspective has been largely overlooked. This paper will analyse student perspectives of three forms of assessment entailing the measurement of observable student attitudes and behaviour: attendance, class participation and group work grading. The evidence from a survey of undergraduates based in a Hong Kong university suggests that the majority of students are concerned about whether such practices are appropriate and fair, potentially undermining their freedom of choice to learn as adults.

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Accepted/In Press date: 18 April 2016
e-pub ahead of print date: 13 May 2016

Identifiers

Local EPrints ID: 398387
URI: http://eprints.soton.ac.uk/id/eprint/398387
ISSN: 1356-2517
PURE UUID: 5e15ba80-8b2e-4c69-a732-6dfb0cd6662a

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Date deposited: 25 Jul 2016 10:31
Last modified: 15 Mar 2024 01:33

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Author: Bruce Macfarlane

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