A Pedagogy of Trust in Higher Learning

Curzon-Hobson, Aidan

doi:10.1080/13562510220144770

Cited by 66 publications

(36 citation statements)

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“…Curzon-Hobson (2002) voices a concern that if assessment is only conceived narrowly in terms of fairness and accuracy then there is likely to be minimal encouragement and reward for participation in flexible or innovative approaches to assessment.…”

Section: Trust and Assessmentmentioning

confidence: 97%

Trust, distrust and their impact on assessment reform

Carless

2009

Assessment & Evaluation in Higher Education

167

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This paper puts forward the case that one of the factors constraining principled learningoriented assessment practices is lack of trust. It examines a number of assessment dimensions in which trust or distrust plays a role. These issues are illustrated via a discussion of two different iterations of the same module taught in a teacher education institution. Through this example, the author analyses how accountability forces and distrust created an atmosphere which constrained the use of innovative assessment methods. The paper discusses how trust might be developed, some of the barriers arising, and the relationship between trust and good assessment practices. It concludes by sketching some possible avenues for further research into stakeholders' perceptions of the interplay between trust and assessment.

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Section: Trust and Assessmentmentioning

confidence: 97%

Trust, distrust and their impact on assessment reform

Carless

2009

Assessment & Evaluation in Higher Education

167

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“…The most far-reaching, and arguably intended, consequence of government policies has been the breakdown of trust between government and academia (Alderson 2002). To some extent, this breakdown of trust was probably justified in view of the lack of professionalism of academics as teachers (Elton 1998, Curzon-Hobson 2002. Whether trust will increase in the present climate of antagonism between universities and the state, now that academia is beginning to become more professional (Holroyd 2000), must be doubted.…”

Section: Unintended Consequencesmentioning

confidence: 93%

commentary

Elton¹,

Lucas²

2004

Perspectives: Policy and Practice in Higher Education

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“…In recent research the need for an open, informal and enabling climate where there is trust between students and teacher is still considered important for the students learning. (Curzon-Hobson, 2002, Anderson, 1997 Some ideas about further research; more qualitative data is needed from an social interactionistic perspective in this area, what happens to the students when they enter a new arena? We have tried to cover a small part of this area of research.…”

Section: Discussionmentioning

confidence: 99%