The assessment of complex tasks: a double reading

References

• Barritt , L. , Stock , P. and Clark , F. 1986 . Researching practice: evaluating assessment essays . College, Composition and Communication , 37 (3) : 315 – 327 .
   Web of Science ®Google Scholar
• Becher , T. and Trowler , P. 2001 . Academic Tribes and Territories , (2nd edn) , Buckingham : The Society for Research into Higher Education & Open University Press .
   Google Scholar
• Bernstein , R. 1976 . The restructuring of social and political theory , New York : Harcourt Brace Jovanovich .
   Google Scholar
• Bernstein , R. 1983 . Beyond objectivism and relativism: science, hermeneutics, and praxis , Philadelphia, PA : University of Pennsylvania .
   Google Scholar
• Biggs , J. 1999 . Teaching for quality learning at university , Buckingham : Open University Press .
   Google Scholar
• Bourdieu , P. 1990 . The logic of practice , Stanford, CA : Stanford University Press .
   Google Scholar
• Bourdieu , P. 1996 . The state nobility: elite schools in the field of power , Cambridge : Polity Press .
   Google Scholar
• Bourdieu , P. 1998 . Practical reason: on theory of action , Stanford, CT : Stanford University Press .
   Google Scholar
• Bourdieu , P. and Wacquant , L. 1992 . An invitation to reflexive sociology , Cambridge : Polity Press .
   Google Scholar
• Broad , B. 2000 . Pulling your hair out: crises of standardization in communal writing assessment . Research in the Teaching of English , 35 : 213 – 260 .
   Web of Science ®Google Scholar
• Broad , B. 2003 . What we really value: beyond rubrics in teaching and assessing writing , Logan, UT : Utah State University Press .
   Google Scholar
• Broadfoot , P. English assessment policy in the late twentieth century, paper presented as part of the Assessment Reform Group Symposium on Assessment Policy presented at the British Educational Research Association Annual Conference . University of Sussex at Brighton . Empowerment or performativity? ,
   Google Scholar
• Broadfoot . 2002 . Editorial. Dynamic versus arbitrary standards: recognising the human factor in assessment . Assessment in Education , 9 (2) : 157 – 159 .
   Google Scholar
• Flyvbjerg , B. 2001 . Making social science matter: why social science inquiry fails and how it can succeed again , Cambridge : Cambridge University Press .
   Google Scholar
• Gipps , C. 1999 . Socio‐cultural aspects of assessment . Review of Research in Education , 24 : 355 – 392 .
   Web of Science ®Google Scholar
• Goodwin , C. 1994 . Professional vision . American Anthropologist , 96 (3) : 606 – 633 .
   Web of Science ®Google Scholar
• Gumpez , J. C. and Gumpez , J. J. 1996 . Treacherous words: gender and power in academic assessment . Folia Linguistica , 30 (3–4) : 167 – 188 .
   Web of Science ®Google Scholar
• Halliday , M. A. K. and Hasan , R. 1985 . Language, context and texts: aspects of language in a social‐semiotic perspective , Geelong : Deakin University Press .
   Google Scholar
• Huot , B. 1990a . The literature of direct writing assessment: major concerns and prevailing trends . Review of Educational Research , 60 (2) : 237 – 263 .
   Web of Science ®Google Scholar
• Huot , B. 1990b . Reliability, validity, and holistic scoring: what we know and what we need to know . College, Composition and Communication , 41 (2) : 201 – 213 .
   Web of Science ®Google Scholar
• Jawitz , J. , Moore , R. and Shay , S. 2002 . Management and assessment of final year projects in engineering . The International Journal of Engineering Education , 18 (4) : 472 – 478 .
   Web of Science ®Google Scholar
• Johnston , B. 2004 . Summative assessment of portfolios: an examination of different approaches to agreement over outcomes . Studies in Higher Education , 29 (3) : 393 – 412 .
   Google Scholar
• Knight , P. T. 2002a . The Achilles’ heel of quality: the assessment of student learning . Quality in Higher Education , 8 (1) : 107 – 115 .
   Google Scholar
• Knight , P. T. 2002b . Summative assessment in higher education: practices in disarray . Studies in Higher Education , 27 (3) : 275 – 286 .
   Web of Science ®Google Scholar
• Koretz , D. 1998 . Large‐scale portfolio assessments in the US: evidence pertaining to the quality of measurement . Assessment in Education , 5 (3) : 309 – 334 .
   Google Scholar
• Linn , R. L. , Baker , E. L. and Dunbar , S. 1991 . Complex, performance‐based assessment: expectations and validation criteria . Educational Researcher , 20 (8) : 15 – 21 .
   Google Scholar
• Luckett , K. and Sutherland , L. 2000 . in improving teaching and learning in higher education: a handbook for Southern Africa , Johannesburg : Witwatersrand University Press .
   Google Scholar
• Messick , S. 1989 . “ Validity ” . In Educational Measurement , (3rd edn) , Edited by: R. L. Linn . 13 – 103 . New York : Macmillan .
   Google Scholar
• Moss , P. A. 1992 . Shifting conceptions of validity in educational measurement: implications for performance assessment . Review of Educational Research , 62 (2) : 229 – 258 .
   Google Scholar
• Moss , P. A. 1996 . Enlarging the dialogue in educational measurement: voices from interpretive research traditions . Educational Researcher , 25 (1) : 20 – 28 .
   Google Scholar
• Moss , P. A. and Schutz , A. 2001 . Educational standards, assessment, and the search for consensus . American Educational Research Journal , 38 (1) : 37 – 70 .
   Web of Science ®Google Scholar
• Moss , P. A. , Pullin , D. , Gee , J. and Haertel , E. " (2002) The idea of testing: expanding the foundations of educational assessment ." draft paper ,
   Google Scholar
• Nightingale , P. , Te Wiata , I. , Toohey , S. , Ryan , G. , Hughers , C. and Magin , D. 1996 . Assessing learning in universities , Kensington : Committee for the Advancement of University Teaching/Professional Development Centre, University of New South Wales .
   Google Scholar
• Nitko , A . 2001 . Educational assessment of students , (3rd edn) , Upper Saddle River, NJ : Merrill Prentice Hall .
   Google Scholar
• Phelps , L. 1989 . “ Images of student writing: a deep structure of teacher response ” . In Writing and response: theory, practice, research , Edited by: Anson , C. 37 – 67 . Urbana, IL : National Council for the Teacher’s of English .
   Google Scholar
• Rabinow , P. and Sullivan , W. 1987 . “ The interpretive turn: a second look ” . In Interpretive social science: a second look , Edited by: Rabinow , P. and Sullivan , W. 3 – 30 . Berkeley, CA : University of California Press .
   Google Scholar
• Reed , Y. , Grandville , S. , Janks , H. , Makao , P. , Stein , P. , van Zyl , S. and Samuel , M. 2003 . (Un)reliable assessment: a case study . Perspectives in Education , 21 (1) : 15 – 28 .
   Web of Science ®Google Scholar
• Schwegler , R. A. 1991 . “ The politics of reading student papers ” . In The politics of writing instruction: post‐secondary , Edited by: Bullock , R. and Trimbur , J. 203 – 225 . Porthsmouth, NH : Heinemann .
   Google Scholar
• Shay , S. B. 2003 . The assessment of final year projects: a study in academic professional judgment , South Africa : University of Cape Town . unpublished PhD Dissertation
   Google Scholar
• Shay , S. B. 2004 . The assessment of complex performance: a socially‐situated interpretive act . Harvard Educational Review , 74 (3) : 307 – 329 .
   Web of Science ®Google Scholar
• Starfield , S. 2001 . “ ‘I’ll go with the group’: Rethinking ‘discourse community’ in EAP ” . In Research perspectives on English for Academic Purposes , Edited by: Flowerdew , J. and Peacock , M. 132 – 147 . Cambridge : Cambridge University Press .
   Google Scholar
• Taylor , C. 1987 . “ Interpretation and the sciences of man ” . In Interpretive social science: a second look , Edited by: Rabinow , P. and Sullivan , W. 33 – 81 . Berkeley, CA : University of California Press .
   Google Scholar
• Trowler , P. and Cooper , A. 2002 . Teaching and learning regimes: implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes . Higher Education Research and Development , 21 (3) : 221 – 240 .
   Google Scholar
• Wenger , E. 1998 . Communities of practice: learning, meaning and identity , Cambridge : Cambridge University Press .
   Google Scholar