Ontological assessment decisions in teaching and learning
Ontological assessment decisions in teaching and learning
In the design and implementation of assessment, institutions of higher education work within complex social structures, whilst adhering to rigorous standards, courses, and learning outcomes. This chapter makes the case that finding the balance between conflicting expectations is not easy and how universities factor equity within these constraints further complicates assessment for inclusion. Centring ontological awareness in assessment design and drawing on an evidence-making intervention framework to sustainably account for matters of concern in assessment decisions, the chapter proposes innovative approaches to do away with reasonable adjustments. Instead, by engaging theories that emphasise heterogeneity, interconnection, and temporality, assessment can be designed to be more inclusive of all.
74-84
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Edward Thomas, Matthew Krehl
1389c670-b1d0-4b63-a79a-3ea4311eadfd
19 December 2022
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Edward Thomas, Matthew Krehl
1389c670-b1d0-4b63-a79a-3ea4311eadfd
Whitburn, Ben and Edward Thomas, Matthew Krehl
(2022)
Ontological assessment decisions in teaching and learning.
In,
Ajjawi, Rola, Tai, Joanna, Boud, David and Jorre de St Jorre, Trina
(eds.)
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment.
Taylor & Francis, .
(doi:10.4324/9781003293101-9).
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Book Section
Abstract
In the design and implementation of assessment, institutions of higher education work within complex social structures, whilst adhering to rigorous standards, courses, and learning outcomes. This chapter makes the case that finding the balance between conflicting expectations is not easy and how universities factor equity within these constraints further complicates assessment for inclusion. Centring ontological awareness in assessment design and drawing on an evidence-making intervention framework to sustainably account for matters of concern in assessment decisions, the chapter proposes innovative approaches to do away with reasonable adjustments. Instead, by engaging theories that emphasise heterogeneity, interconnection, and temporality, assessment can be designed to be more inclusive of all.
Text
10.4324_9781003293101-9_chapterpdf
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Published date: 19 December 2022
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Local EPrints ID: 479186
URI: http://eprints.soton.ac.uk/id/eprint/479186
PURE UUID: 19c07eb5-6607-4979-998b-e678b3b1074a
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Date deposited: 20 Jul 2023 16:43
Last modified: 17 Mar 2024 04:13
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Contributors
Author:
Ben Whitburn
Author:
Matthew Krehl Edward Thomas
Editor:
Rola Ajjawi
Editor:
Joanna Tai
Editor:
David Boud
Editor:
Trina Jorre de St Jorre
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