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ERIC Number: EJ1320191
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0142-5692
EISSN: N/A
Beyond Empowerment: Student Self-Assessment as a Form of Resistance
Nieminen, Juuso Henrik
British Journal of Sociology of Education, v42 n8 p1246-1264 2021
Student self-assessment is commonly promoted as a formative assessment practice that boosts learning and self-regulation. On the other hand, it is suggested that self-assessment fosters students' reflexivity and empowerment. Despite both arguments, student self-assessment plays a rather minor role in modern educational systems that value test results over critical reflection. amidst the neoliberal context of education, self-assessment might even discipline rather than 'empower': the high achieving, self-regulated learner reflects the values of individualisation, competition and marketisation. How could self-assessment be used to resist the prevalent structures of power? In this study, self-assessment, is reconceptualised as a form of resistance. This endeavour is guided by four frameworks for power and resistance: sovereign, epistemological, disciplinary, and biopower. The concept of transformative self-assessment is formulated in order to reframe self-assessment as a socio-political practice. This study considers the role of self-assessment not as a tool to foster performance, but as a disruptive practice that promises to reveal and resist the structures of power in assessment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A