Performing standards: a critical perspective on the contemporary use of standards in assessment

Ajjawi, R; Bearman, M; Boud, D

Performing standards: a critical perspective on the contemporary use of standards in assessment

Ajjawi, R Bearman, M Boud, D

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Teaching in Higher Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Ajjawi, R
dc.contributor.author	Bearman, M
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.date.accessioned	2020-09-26T23:55:38Z
dc.date.available	2020-09-26T23:55:38Z
dc.date.issued	2019-01-01
dc.identifier.citation	Teaching in Higher Education, 2019
dc.identifier.issn	1356-2517
dc.identifier.issn	1470-1294
dc.identifier.uri	http://hdl.handle.net/10453/142891
dc.description.abstract	© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper offers a critical and theoretical exploration of the contemporary use of standards in assessment in higher education. It outlines three discourses of assessment standards. Each perspective foregrounds particular realities and backgrounds others, and so influences practice in particular taken-for-granted ways. The assumptions of these perspectives are identified, and the advantages and disadvantages of each of the existing discourses discussed. The dominant perspective prompts educators to make standards ‘transparent’ for students, inferring stability through a written explication. The sociocultural perspective highlights a tacit and more dynamic view of standards, suggesting that standards are built by expert consensus and students must learn to meet this community expectation. The sociomaterial perspective also infers a dynamic view, but one that is co-produced through social and material assemblages. Thinking about standards as performance, a dynamic and shifting human-material activity, encourages a focus on emergent activity in the design of standards, moderation and assessment.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Teaching in Higher Education
dc.relation.isbasedon	10.1080/13562517.2019.1678579
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Performing standards: a critical perspective on the contemporary use of standards in assessment
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
dc.date.updated	2020-09-26T23:55:35Z
pubs.publication-status	Published

Abstract:

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This paper offers a critical and theoretical exploration of the contemporary use of standards in assessment in higher education. It outlines three discourses of assessment standards. Each perspective foregrounds particular realities and backgrounds others, and so influences practice in particular taken-for-granted ways. The assumptions of these perspectives are identified, and the advantages and disadvantages of each of the existing discourses discussed. The dominant perspective prompts educators to make standards ‘transparent’ for students, inferring stability through a written explication. The sociocultural perspective highlights a tacit and more dynamic view of standards, suggesting that standards are built by expert consensus and students must learn to meet this community expectation. The sociomaterial perspective also infers a dynamic view, but one that is co-produced through social and material assemblages. Thinking about standards as performance, a dynamic and shifting human-material activity, encourages a focus on emergent activity in the design of standards, moderation and assessment.

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http://hdl.handle.net/10453/142891