Assessment Cultures: Making visible perspectives and influences in assessment practice with Legitimation Code Theory (LCT)

Forde-Leaves, Natalie 2024. Assessment Cultures: Making visible perspectives and influences in assessment practice with Legitimation Code Theory (LCT). EdD Thesis, Cardiff University. Item availability restricted.

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Abstract

Assessment in Higher Education in the UK and globally is a complex social process. In undertaking assessment practice educators must balance an array of [often contested] demands of assessment and enact assessment practice within a myriad of [often contested] structures and systems. Varying degrees and sources of agency and influence thus moderate assessment practice. This thesis thus investigates the underlying structuring principles of assessment practice. It considers the almost ubiquitous position of assessment theory in acting as a canon to guide practice, and calls for a conceptual, critical, contextualised, social practice approach to conversations surrounding espoused legitimacy of assessment practice. To do this, this research study collected and analysed data from 28 academics at a UK Russell Group University from the disciplinary contexts of Accounting and Business. The sociological framework of Legitimation Code Theory (LCT), specifically the dimension of Autonomy, was adopted as an explanatory framework to analyse academic perspectives of both demands of, and influences on, assessment. In consequence, this thesis proposes a proof in concept of an Autonomy model that can be utilised as a basis for understanding both position-takings and positions in the field of assessment respectively. Key findings when using this model indicate the presence of four primary assessment cultures, those of Cultivation, Cooperation, Contestation and Conditioning. It is proposed that by adopting such a cultural approach to understanding the legitimacy of assessment practices, the structuring principles of practice can be unearthed and deliberated. Only in appreciating the intricacies of assessment as a social practice, can the research community, institutions, educators and practitioners alike seek to further calls to ‘move’ or ‘change’ such practice.

Item Type:	Thesis (EdD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	24 February 2025
Last Modified:	25 Feb 2025 09:44
URI:	https://orca.cardiff.ac.uk/id/eprint/176406

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