This paper explores the assessment practices of a group of academics working in the subject area of Design in a post-1992 university in the UK. We are interested in how academics assess and why they assess in the ways that they do. We focus on interview data collected from a design lecturer during the Assessment Environments and Cultures project in order to undertake the analysis. We examine the interview texts in terms of the positions that are taken up by this lecturer and the positions this makes available to ‘the student’. This analysis draws attention to the material effects of discourse. We suggest that there are multiple discourses in circulation in this school, which position academics and students in different ways, and that these different positionings (at times) create tension. The implications in terms of changing academic identities and assessment practices are discussed.
|Published - Dec 2008
|SRHE Annual Conference: Valuing Higher Education - Liverpool
Duration: 1 Dec 2008 → …
|SRHE Annual Conference: Valuing Higher Education
|1/12/08 → …