A framework for understanding assessment practice in higher education

Forde-Leaves, Natalie, Walton, Jack and Tann, Ken 2023. A framework for understanding assessment practice in higher education. Assessment & Evaluation in Higher Education 48 (8) , pp. 1076-1091. 10.1080/02602938.2023.2169659

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Abstract

A source of contestation in higher education curricula is the multiplicity of demands they serve and purposes they seek to fulfil. In this paper, we see this contestation as actively shaping assessment theory and practice, resulting in paradoxes of valorisation and vilification of everyday assessment practices. We address the plethora of contestations in higher education assessment through the disruption of dichotomies in assessment discourse by re-querying assessment autonomy, logic and the basis of success. To this end, we apply Legitimation Code Theory to construct a new holistic framework for assessment inquiry, contributing to both extant and developing assessment theory by proposing a single sociological framework to analyse assessment practice cross-discipline, institution and geographical boundaries.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Academic & Student Support Service Social Sciences (Includes Criminology and Education)
Publisher:	Taylor and Francis Group
ISSN:	0260-2938
Date of Acceptance:	8 January 2023
Last Modified:	11 Dec 2023 14:56
URI:	https://orca.cardiff.ac.uk/id/eprint/158898

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