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Prefigurement, identities and agency: the disciplinary nature of evaluative judgement

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posted on 2018-01-01, 00:00 authored by Margaret BearmanMargaret Bearman
© 2018 selection and editorial matter, David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Evaluative judgements take place in a specific assessment context; they are not generic approaches to learning. Making an evaluative judgement should therefore allow students to engage with criteria of disciplinary quality. In doing so, students may grasp what Shulman terms the surface, deep and implicit structures of a discipline. This chapter explores the role of agency and disciplinary identity with respect to evaluative judgements. Practical implications include designing authentic assessments that present opportunities for students to author themselves into the narratives and hierarchies of the discipline.

History

Title of book

Developing evaluative judgement in higher education: Assessment for knowing and producing quality work

Chapter number

15

Pagination

147 - 155

Publisher

Taylor & Francis

Place of publication

London, Eng

ISBN-13

9781351612524

Language

eng

Publication classification

B1 Book chapter

Extent

19

Editor/Contributor(s)

D Boud, R Ajjawi, P Dawson, J Tai

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