Problematising standards: Representation or performance?

Rola Ajjawi, Margaret Bearman

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)

    Abstract

    In this chapter, we seek to problematise notions of standards within the assessment discourse, and particularly in relation to evaluative judgement. Standards in higher education are already the subject of some debate. We review the representational and sociocultural perspectives and then introduce an alternative, sociomaterial account. Our core argument is that a standard is neither a static representation of an absolute truth nor a subjective interpretation of a culturally generated artefact, but a dynamic and emergent ‘performance’. We then consider the implication of this view for assessment in general and evaluative judgement in particular.
    Original languageEnglish
    Title of host publicationDeveloping evaluative judgement in higher education
    Subtitle of host publicationAssessment for knowing and producing quality work
    EditorsDavid Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai
    Place of PublicationLondon
    PublisherRoutledge
    Chapter4
    Pages41-50
    Number of pages10
    Edition1st
    ISBN (Electronic)9781315109251
    ISBN (Print)9781138089358, 9781138089341
    DOIs
    Publication statusPublished - 2018

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  • Cite this

    Ajjawi, R., & Bearman, M. (2018). Problematising standards: Representation or performance? In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work (1st ed., pp. 41-50). Routledge. https://doi.org/10.4324/9781315109251-5