ERIC Number: EJ721312
Record Type: Journal
Publication Date: 2005-Dec
Reference Count: 44
The Assessment of Complex Tasks: A Double Reading
Studies in Higher Education, v30 n6 p663-679 Dec 2005
Drawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of an engineering community of practice at a South African university illustrates the multiple subjectivities that shape assessors' interpretations of student performance. This case study contributes to an understanding of academic professional judgment as a "double reading"--an iterative movement between different modes of knowledge which comprise the objective and the subjective. The author concludes with a brief discussion of the theoretical and practical implications of this for how academic communities of practice come to judge and how these judgments are validated.
Descriptors: Social Influences, Student Evaluation, Higher Education, Foreign Countries, Evaluation Methods, Engineering Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: South Africa