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ERIC Number: EJ858149
Record Type: Journal
Publication Date: 2009-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1356-2517
Meanings and Practices of Power in Academics' Conceptions of Student Self-Assessment
Tan, Kelvin H. K.
Teaching in Higher Education, v14 n4 p361-373 Aug 2009
Recent publications and research have warned that student self-assessment practices in higher education cannot be presumed to empower students in ways that enhances their learning. This is partly due to a tendency to speak of power in student self-assessment in general and undefined terms. Hence, there is a need to identify the types of power present in student self-assessment practices and the contexts which give rise to them. This paper seeks to examine power in the context of different ways that student self-assessment is practised and understood by academics. Earlier research on academics' conceptions of student self-assessment is presented and each of the conceptions is then analyzed for insights into academics' meanings and practices of power in self-assessment. In particular, instances of sovereign, epistemological, and disciplinary power in student self-assessment are identified to illuminate new ways of understanding and using student self-assessment to enhance students' learning. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A