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Title
Anonymous examination marking at University of Cape Town: the quest for an 'agonizing-free zone' |
Full text
http://hdl.handle.net/11427/3342 |
Date
2006 |
Author(s)
Shay, Suellen; Jones, Barbara |
Abstract
This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2006, available online: http://dx.doi.org/10.4314/sajhe.v20i4.25682. - Drawing on Bourdieu's theory of social practice, the author challenges common-sense notions of objectivity and subjectivity which inform assessment practice, and argues for assessment as a socially situated interpretive act. A case study of an engineering community of practice at a South African university illustrates the multiple subjectivities that shape assessors' interpretations of student performance. This case study contributes to an understanding of academic professional judgment as a 'double reading' - an iterative movement between different modes of knowledge which comprise the objective and the subjective. The author concludes with a brief discussion of the theoretical and practical implications of this for how academic communities of practice come to judge and how these judgments are validated. |
Language
eng |
Publisher
Unisa Press; University of Cape Town |
Type of publication
text |
Source
Studies in Higher Education; http://dx.doi.org/10.4314/sajhe.v20i4.25682 |
Identifier
0307-5079 |
Repository
Cape Town - OpenUCT, University of Cape Town
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Added to C-A: 2017-04-25;09:24:09 |
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