Event Details

In this seminar we consider the dissonance between two major themes in the scholarship of teaching, learning and assessment in higher education: the engagement with complex and structured forms of knowledge and the development of increasingly precise marking criteria for assessment.

We question what is lost when we aim to make assessment a more and more precise practice? We argue that academic knowledge cannot always be broken into manageable “bits” but often should be evaluated holistically. Finally we propose that students who perform “badly” in assessments have often not done this by accident or neglect but rather through diligent and conscientious following of implicit messages we send out as teachers, often in the name of clarity.

There will be a chance to ask questions at the end of the seminar presentation via Zoom

Here is a link where participants can test their device prior to a Zoom meeting.