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ERIC Number: EJ1036697
Record Type: Journal
Publication Date: 2014-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0018-1560
Investigating the Curriculum through Assessment Practice in Higher Education: The Value of a "Learning Cultures" Approach
James, David
Higher Education: The International Journal of Higher Education and Educational Planning, v67 n2 p155-169 Feb 2014
It is widely acknowledged that the curriculum and knowledge in higher education (HE) are especially visible through (and often constructed by) assessment practices. If this is the case, it matters greatly what perspectives and theoretical tools are brought to bear on the task of understanding these practices. Having briefly set out three perspectives on assessment in HE (the technical, humanist and interactionist), this paper introduces a "learning cultures" perspective, drawing upon the work of Bourdieu, developed as part of a recent research project on English Further Education. The application of this perspective in HE is introduced through a vignette outlining a recent assessment episode and notes on how it may be explored. The paper argues that whilst some contemporary work on HE assessment incorporates elements of a cultural perspective, there are potential practical benefits to a more thoroughgoing adoption of a "learning cultures" approach.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A