e-Assessment for learning and performativity in higher education : A case for existential learning

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performat...

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Veröffentlicht in:Australasian Journal of Educational Technology 2016-01, Vol.32 (3), p.112-122
Hauptverfasser: Charteris, Jennifer, Quinn, Fran, Parkes, Mitchell, Fletcher, Peter, Reyes, Vicente
Format: Artikel
Sprache:eng
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Zusammenfassung:This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency. [Author abstract]
ISSN:1449-5554
1449-3098
1449-5554
DOI:10.14742/ajet.2595