Final published version
Licence: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Student involvement in assessment
T2 - Involving the whole student in pursuit of social justice and the social good
AU - McArthur, Jan
PY - 2020/6/24
Y1 - 2020/6/24
N2 - In this article I offer a perspective on student involvement in assessment informed by critical theory and underpinned by a commitment to greater social justice within and through higher education. It builds onearlier work on assessment for social justice to argue that student involvement in assessment must be considered more broadly than simply students doing particular tasks. Instead, we must think of the student as a whole person, socially situated, and theways in which engagement with assessment tasks nurtures both individual and social wellbeing. There are three streams to the argument proposed. Firstly, that scholarship on assessment should do more to problematise the nature of knowledge and that understanding the complexities of knowledge in higher education has links to both the experiences of our student as a whole person and social justice. Secondly, that the purposes of assessment should be orientated to the critical theory notion of a social good, in which individual and social wellbeing are dialectically inter-related. Finally, in thinking of the student’s involvement in assessment we must go beyond the conflation of the real world with the world of work which features in much of the literature on authentic assessment. Instead, I propose the importance of understanding the economic realm as a broad and heterogenous sphere and one that cannot be disarticulated from the social realm
AB - In this article I offer a perspective on student involvement in assessment informed by critical theory and underpinned by a commitment to greater social justice within and through higher education. It builds onearlier work on assessment for social justice to argue that student involvement in assessment must be considered more broadly than simply students doing particular tasks. Instead, we must think of the student as a whole person, socially situated, and theways in which engagement with assessment tasks nurtures both individual and social wellbeing. There are three streams to the argument proposed. Firstly, that scholarship on assessment should do more to problematise the nature of knowledge and that understanding the complexities of knowledge in higher education has links to both the experiences of our student as a whole person and social justice. Secondly, that the purposes of assessment should be orientated to the critical theory notion of a social good, in which individual and social wellbeing are dialectically inter-related. Finally, in thinking of the student’s involvement in assessment we must go beyond the conflation of the real world with the world of work which features in much of the literature on authentic assessment. Instead, I propose the importance of understanding the economic realm as a broad and heterogenous sphere and one that cannot be disarticulated from the social realm
KW - Student involvement
KW - Critical Theory
KW - Social good
KW - Social justice
KW - Authentic assessment
KW - Student achievement
KW - Honneth
KW - Mutual recognition
KW - Responsive assessment
M3 - Journal article
VL - 26
JO - Relieve
JF - Relieve
IS - 1
M1 - M2
ER -