Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

Lubbe, Anitia; Mentz, Elsa

doi:10.4102/aosis.2021.bk280.01

Cited by 3 publications

(3 citation statements)

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“…SOTL in the South 7(2): August 2023 Jonker than the reproduction of knowledge 16 ), Lubbe and Mentz (2021:2) note a continued prominence of behaviourist assumptions in the assessment of higher learning. Following a realist critique of social constructionism, one might question the effect of 'vocationalism', and the marketisation of institutions.…”

Section: Proposition: Resist the Pull Towards Normalisationmentioning

confidence: 99%

Propositions for a counter-economy of assessment: Adventures in the assessment of creative arts in higher education

Jonker

2023

Sotls

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This article considers assessment practices within the neoliberal conditions of higher education by posing questions to conceptions of value. As a motivating thrust, this article asks: might there be generative potential that remains unexplored, due to assessment’s direct linkage to the production of human capital? With its central emphasis on value, this article turns towards Brian Massumi’s Postcapitalist Manifesto: 99 Theses on the Revaluation of Value (2018). Guided by Massumi, I compose speculative propositions with which to explore the potential for a postcapitalist reworking of value within the context of assessment. The propositions offered in this paper by no means exhaust the emergent potential of re-thinking assessment, yet my aim is to sow but a few generative seeds that might expand on the potential of what (else) assessment might do. In engaging assessment otherwise, this article foregrounds assessment practices that are pertinent to the creative arts (with particular interest in the pedagogical convention of the studio crit), not as a means to suggest that arts-based disciplines have a superior and well-resolved approach to assessment, but rather to leverage the already tenuous relationship between arts education and assessment. As its objectives, this article aims to (1) contribute to the underrepresented discourse on the assessment of creative arts in higher education and to (2) explore the potential for re-imaginings of arts-based assessment practices to leak into the wider discourse of assessment as a whole. The intention is not to deliver fully formed methodological formulae but to think through assessment with propositions that might be expanded upon through speculative experimentation and future inquiries.

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Section: Proposition: Resist the Pull Towards Normalisationmentioning

confidence: 99%

Propositions for a counter-economy of assessment: Adventures in the assessment of creative arts in higher education

Jonker

2023

Sotls

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show abstract

“…The type of assessment is determined by the purpose of assessment. Assessment can test knowledge, but assessment is also used to promote learning (Lubbe and Mentz 2021). We can broadly classify assessment as assessment of learning, assessment for learning and assessment as learning (Manitoba Education 2006).…”

Section: Types Of Assessmentmentioning

confidence: 99%

“…Assessment for learning, which is connected to formative assessment, is designed to assist learners to identify their learning needs, to set learning goals and to evaluate their learning. Assessment as learning refers to learning-oriented assessment, where learners are engaging and collaborating, selfassessing, analysing and discussing (Lubbe and Mentz 2021). As a result, learners receive feedback, which provides them with ideas for "adjusting, rethinking, and articulating their understanding" (Manitoba Education 2006:48).…”

Section: Types Of Assessmentmentioning

confidence: 99%