Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18169
Title: 
Authors: 
Issue Date: 
2012
Citation: 
Tan, K. H. K. (2012). How teachers understand and use power in alternative assessment. Education Research International, 2012(2012): Article ID 382465. http://dx.doi.org/10.1155/2012/382465
Abstract: 
“Alternative assessment” is an increasingly common and popular discourse in education. The potential benefit of alternative assessment
practices is premised on significant changes in assessment practices. However, assessment practices embody power relations
between institutions, teachers and students, and these power relationships determine the possibility and the extent of actual changes
in assessment practices. Labelling a practice as “alternative assessment does not guarantee meaningful departure from existing
practice. Recent research has warned that assessment practices in education cannot be presumed to empower students in ways that
enhance their learning. This is partly due to a tendency to speak of power in assessment in undefined terms. Hence, it would be
useful to identify the types of power present in assessment practices and the contexts which give rise to them. This paper seeks to
examine power in the context of different ways that alternative assessment is practiced and understood by teachers. Research on
teachers’ conceptions of alternative assessment is presented, and each of the conceptions is then analysed for insights into teachers’
meanings and practices of power. In particular, instances of sovereign, epistemological and disciplinary power in alternative assessment
are identified to illuminate new ways of understanding and using alternative assessment.
URI: 
ISSN: 
2090-4002
Other Identifiers: 
10.1155/2012/382465
Website: 
Appears in Collections:Journal Articles

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