Workplace educators' interpretations of their assessment practices: A view through a critical practice lens

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike.
Original languageEnglish
Pages (from-to)154-167
Number of pages14
JournalAssessment and Evaluation in Higher Education
Volume39
Issue number2
DOIs
Publication statusPublished - 2014

Fingerprint

workplace
educator
interpretation
roundtable discussion
emancipation
lifelong learning
hermeneutics
documentation
interview

Cite this

@article{3ca8b532b37746638e64f65d13865ca5,
title = "Workplace educators' interpretations of their assessment practices: A view through a critical practice lens",
abstract = "In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike.",
keywords = "Assessment practice, Critical practice, Judgment, Self-criticality",
author = "Franziska Trede and Megan Smith",
note = "Includes bibliographical references.",
year = "2014",
doi = "10.1080/02602938.2013.803026",
language = "English",
volume = "39",
pages = "154--167",
journal = "Assessment in Higher Education",
issn = "0260-2938",
publisher = "Taylor & Francis",
number = "2",

}

TY - JOUR

T1 - Workplace educators' interpretations of their assessment practices

T2 - A view through a critical practice lens

AU - Trede, Franziska

AU - Smith, Megan

N1 - Includes bibliographical references.

PY - 2014

Y1 - 2014

N2 - In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike.

AB - In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike.

KW - Assessment practice

KW - Critical practice

KW - Judgment

KW - Self-criticality

U2 - 10.1080/02602938.2013.803026

DO - 10.1080/02602938.2013.803026

M3 - Article

VL - 39

SP - 154

EP - 167

JO - Assessment in Higher Education

JF - Assessment in Higher Education

SN - 0260-2938

IS - 2

ER -