Patchwork Quilt or Woven Cloth? The Student Experience of Coping with Assessment across Disciplines
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| Title: | Patchwork Quilt or Woven Cloth? The Student Experience of Coping with Assessment across Disciplines |
|---|---|
| Language: | English |
| Authors: | O'Donovan, Berry M. |
| Source: | Studies in Higher Education. 2019 44(9):1579-1590. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Epistemology, Student Experience, Undergraduate Students, Interdisciplinary Approach, Foreign Countries, Coping, Evaluation Methods, Educational Assessment |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/03075079.2018.1456518 |
| ISSN: | 0307-5079 |
| Abstract: | This paper explores assessment experiences of undergraduates studying across disciplines. Within a participatory research design, students as researchers were involved in data collection and interpretation. The student lens is brought to bear on the experiences of academically successful final-year students and their strategies for negotiating assessment across disciplinary departments. Findings highlight perceptions of invisibility, academic homelessness and disadvantage despite participants' high academic achievement. These successful students viewed the divergent disciplinary approaches to assessment they encountered as legitimate but felt challenged and disadvantaged by their diversity. Findings are discussed within a framing of assessment practice as socially situated and embedded in the educational values and epistemologies of learning communities, thus problematising development of student assessment literacy across disciplinary communities. The paper concludes that it is neither feasible nor educationally valuable to iron out divergence but more intentional ways of revealing and sharing different epistemological positions in assessment practice could mitigate challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1224382 |
| Database: | ERIC |
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| Abstract: | This paper explores assessment experiences of undergraduates studying across disciplines. Within a participatory research design, students as researchers were involved in data collection and interpretation. The student lens is brought to bear on the experiences of academically successful final-year students and their strategies for negotiating assessment across disciplinary departments. Findings highlight perceptions of invisibility, academic homelessness and disadvantage despite participants' high academic achievement. These successful students viewed the divergent disciplinary approaches to assessment they encountered as legitimate but felt challenged and disadvantaged by their diversity. Findings are discussed within a framing of assessment practice as socially situated and embedded in the educational values and epistemologies of learning communities, thus problematising development of student assessment literacy across disciplinary communities. The paper concludes that it is neither feasible nor educationally valuable to iron out divergence but more intentional ways of revealing and sharing different epistemological positions in assessment practice could mitigate challenges. |
|---|---|
| ISSN: | 0307-5079 |
| DOI: | 10.1080/03075079.2018.1456518 |
