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Title: e-Assessment for learning and performativity in higher education: A case for existential learning
Contributor(s): Charteris, Jennifer  (author)orcid ; Quinn, Frances  (author)orcid ; Parkes, Mitchell  (author)orcid ; Fletcher, Peter  (author); Reyes, Vicente (author)
Publication Date: 2016
Open Access: Yes
DOI: 10.14742/ajet.2595Open Access Link
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Abstract: 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.
Publication Type: Journal Article
Source of Publication: Australasian Journal of Educational Technology, 32(3), p. 112-122
Publisher: ASCILITE: Australasian Society for Computers in Learning in Tertiary Education
Place of Publication: Australia
ISSN: 1449-5554
Field of Research (FOR): 130303 Education Assessment and Evaluation
130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 930301 Assessment and Evaluation of Curriculum
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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