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ERIC Number: EJ905311
Record Type: Journal
Publication Date: 2010-Nov
Pages: 24
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0142-5692
Seeing Epistemic Order: Construction and Transmission of Evaluative Criteria
Shalem, Yael; Slonimsky, Lynne
British Journal of Sociology of Education, v31 n6 p755-778 Nov 2010
This paper focuses on formative assessment in the field of higher education. It examines Bernstein's work on vertical discourses and knowledge structures with the view to deepening understanding of the concept of assessment "for" learning. The first part of the paper draws on Vygotsky's work on concept development and Bernstein's work on knowledge structures to explain why "generalisation" and "hierarchy" are central in knowledge acquisition. It then explores Bernstein's claim that, within the vertical discourse, different knowledge structures (hierarchical and horizontal) afford greater or lesser visibility of their epistemic structure, and thus of their evaluation criteria of what counts as a legitimate text. The second part of the paper investigates the ways epistemic expectations are signalled through the practice of evaluation to first-year university students in a professional education course and proposes that markers do not offer students stuffiest access to recognition rules necessary for producing legitimate texts in the future. Drawing on Maton's distinction between semantic gravity and semantic density, the paper offers an example of how markers could recast what is present in students' work to offer students access to key ordering principles in vertical discourses. (Contains 2 tables and 18 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom