Researching assessment as social practice: Implications for research methodology |
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| Authors: | Suellen Shay |
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| Institution: | Centre for Higher Education Development, University of Cape Town, Private Bag, Rondebosch, 7701, South Africa |
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| Abstract: | Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological ‘thinking tools’ of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins Jenkins, R. (2002). Pierre Bourdieu. London: Routledge and Falmer] refers to as Bourdieu's “reflexive epistemological pluralism” and its implications for research into higher education, with a particular focus on assessment as social practice. This particular theoretical and methodological understanding is used to critically reflect on a study conducted in 2005 on the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004. The study collected both quantitative data of student examination performance pre- and post-policy implementation, as well as interviews with course conveners. The paper argues that when viewed interdependently the data offers insight into some of the “principles of vision and division” Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Cambridge: Polity Press] at work in assessors’ judgment-making process. The assessors’ deliberations expose ideological tensions between the dual challenges of equity and excellence in the context of a historically white liberal university under transformation. |
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| Keywords: | Social practice Assessment Research methodology |
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