Current discourses on educational assessment focus on the priority of learning. While this intent is invariably played out in classroom practice, a consideration of the ontological nature of assessment practice opens understandings which show the experiential nature of “being in assessment”. The purpose of this paper is to discuss these issues.
Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of assessment are worked for their emergent and ontological themes.
These stories show the ontological nature of assessment as a matter of being in assessment in an embodied and holistic way.
Importantly, the nature of a teacher's way-of-being matters to assessment practices. Implications exist for teacher educators and teacher education programmes in relation to the priority of experiential stories for understanding assessment practice, the need for re-balancing a concern for professional knowledge and practice with a students’ way of being in assessment, and the pedagogical implications of evoking sensitivities in assessment.
Giles, D. and Earl, K. (2014), "Being “in” assessment: the ontological layer(ing) of assessment practice", Journal of Applied Research in Higher Education, Vol. 6 No. 1, pp. 22-29. https://doi.org/10.1108/JARHE-01-2012-0001Download as .RIS
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