Assessment as a matter of being and becoming: theorising student formation in assessment

References

• Archer, M. S. 2003. Structure, Agency and the Internal Conversation. Cambridge: Cambridge University Press.
   Google Scholar
• Ashwin, P. 2020. Transforming University Education: A Manifesto. London: Bloomsbury.
   Google Scholar
• Au, W. 2022. Unequal by Design: High-Stakes Testing and the Standardization of Inequality. New York: Routledge.
   Google Scholar
• Ball, S. J. 2012. “Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University.” British Journal of Educational Studies 60 (1): 17–28. https://doi.org/10.1080/00071005.2011.650940.
   Web of Science ®Google Scholar
• Barrow, M. 2006. “Assessment and Student Transformation: Linking Character and Intellect.” Studies in Higher Education 31 (3): 357–72. https://doi.org/10.1080/03075070600680869.
   Web of Science ®Google Scholar
• Beatty, J. E. 2004. “Grades as Money and the Role of the Market Metaphor in Management Education.” Academy of Management Learning & Education 3 (2): 187–96. https://doi.org/10.5465/amle.2004.13500516.
   Web of Science ®Google Scholar
• Beck, U., and E. Beck-Gernsheim. 2002. Individualization: Institutionalized Individualism and its Social and Political Consequences. London: Sage.
   Google Scholar
• Becker, H. S., B. Geer, and E. C. Hughes. 1968. Making the Grade: The Academic Side of College Life. New York: John Wiley & Sons.
   Google Scholar
• Beer, D. 2016. Metric Power. London: Palgrave Macmillan.
   Google Scholar
• Biesta, G. J. 2015. Good Education in an Age of Measurement: Ethics, Politics, Democracy. Abingdon: Routledge.
   Google Scholar
• Blum, S. D. 2020. Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). Morgantown: West Virginia University Press.
   Google Scholar
• Boud, D., and M. Bearman. 2022. “The Assessment Challenge of Social and Collaborative Learning in Higher Education.” Educational Philosophy and Theory, 1–10. https://doi.org/10.1080/00131857.2022.2114346.
   Web of Science ®Google Scholar
• Boud, D., and R. Soler. 2016. “Sustainable Assessment Revisited.” Assessment & Evaluation in Higher Education 41 (3): 400–13. https://doi.org/10.1080/02602938.2015.1018133.
   Web of Science ®Google Scholar
• Brand, J., and I. Sander. 2020. Critical Data Literacy Tools for Advancing Data Justice: A Guidebook. Data Justice Lab. https://datajusticelab.org/wp-content/uploads/2020/06/djl-data-literacy-guidebook.pdf.
   Google Scholar
• Brooks, R., and S. O’Shea, eds. 2021. Reimagining the Higher Education Student: Constructing and Contesting Identities. London: Taylor & Francis.
   Google Scholar
• Brown, S., and P. Knight. 1994. Assessing Learners in Higher Education. London: Kogan Page.
   Google Scholar
• Charteris, J., F. Quinn, M. Parkes, P. Fletcher, and V. Reyes. 2016. “e-Assessment for Learning and Performativity in Higher Education: A Case for Existential Learning.” Australasian Journal of Educational Technology 32 (3): 112–122.
   Web of Science ®Google Scholar
• Dahl, B., E. Lien, and Å Lindberg-Sand. 2009. “Conformity or Confusion? Changing Higher Education Grading Scales as a Part of the Bologna Process: The Cases of Denmark, Norway and Sweden.” Learning and Teaching 2 (1): 39–79. https://doi.org/10.3167/latiss.2009.020103.
   Google Scholar
• Deeley, S. J., and C. Bovill. 2017. “Staff Student Partnership in Assessment: Enhancing Assessment Literacy Through Democratic Practices.” Assessment & Evaluation in Higher Education 42 (3): 463–77. https://doi.org/10.1080/02602938.2015.1126551.
   Web of Science ®Google Scholar
• Jensen, L. X., M. Bearman, and D. Boud. 2022. “Feedback Encounters: Towards a Framework for Analysing and Understanding Feedback Processes.” Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2022.2059446.
   Web of Science ®Google Scholar
• Kjærgaard, A., E. N. Mikkelsen, and J. Buhl-Wiggers. 2022. “The Gradeless Paradox: Emancipatory Promises but Ambivalent Effects of Gradeless Learning in Business and Management Education.” Management Learning. https://doi.org/10.1177/13505076221101146.
   Web of Science ®Google Scholar
• Lee, S. 2021. Researching Higher Education as Students’ Academic Self-Formation. Centre for Global Higher Education, Working Paper 76.
   Google Scholar
• Lynch, R., and J. Hennessy. 2017. “Learning to Earn? The Role of Performance Grades in Higher Education.” Studies in Higher Education 42 (9): 1750–63. https://doi.org/10.1080/03075079.2015.1124850.
   Web of Science ®Google Scholar
• Macfarlane, B. 2016. “The Performative Turn in the Assessment of Student Learning: A Rights Perspective.” Teaching in Higher Education 21 (7): 839–53. https://doi.org/10.1080/13562517.2016.1183623.
   Web of Science ®Google Scholar
• Marginson, S. 2014. “Student Self-Formation in International Education.” Journal of Studies in International Education 18 (1): 6–22. https://doi.org/10.1177/1028315313513036.
   Web of Science ®Google Scholar
• Marginson, S. 2018a. Higher Education as Self-Formation. London: UCL IOE Press.
   Google Scholar
• Marginson, S. 2018b. “Public/Private in Higher Education: A Synthesis of Economic and Political Approaches.” Studies in Higher Education 43 (2): 322–37. https://doi.org/10.1080/03075079.2016.1168797.
   Web of Science ®Google Scholar
• Marginson, S. 2019. “Limitations of Human Capital Theory.” Studies in Higher Education 44 (2): 287–301. https://doi.org/10.1080/03075079.2017.1359823.
   Web of Science ®Google Scholar
• Marginson, S., and L. Yang. 2022. “Individual and Collective Outcomes of Higher Education: A Comparison of Anglo-American and Chinese Approaches.” Globalisation, Societies and Education 20 (1): 1–31. https://doi.org/10.1080/14767724.2021.1932436.
   Web of Science ®Google Scholar
• Mau, S. 2019. The Metric Society: On the Quantification of the Social. Cambridge: John Wiley & Sons.
   Google Scholar
• McArthur, J. 2022. “Rethinking Authentic Assessment: Work, Well-Being, and Society.” Higher Education, 1–17. https://doi.org/10.1007/s10734-022-00822-y.
   Web of Science ®Google Scholar
• McArthur, J., M. Blackie, N. Pitterson, and K. Rosewell. 2022. “Student Perspectives on Assessment: Connections Between Self and Society.” Assessment & Evaluation in Higher Education 47 (5): 698–711. https://doi.org/10.1080/02602938.2021.1958748.
   Web of Science ®Google Scholar
• McMorran, C., and K. Ragupathi. 2020. “The Promise and Pitfalls of Gradeless Learning: Responses to an Alternative Approach to Grading.” Journal of Further and Higher Education 44 (7): 925–38. https://doi.org/10.1080/0309877X.2019.1619073.
   Web of Science ®Google Scholar
• Nieminen, J. H. 2021. “Beyond Empowerment: Student Self-Assessment as a Form of Resistance.” British Journal of Sociology of Education 42 (8): 1246–64. https://doi.org/10.1080/01425692.2021.1993787.
   Web of Science ®Google Scholar
• Nieminen, J. H., M. Bearman, and R. Ajjawi. 2022. “Designing the Digital in Authentic Assessment: Is It Fit for Purpose?” Assessment & Evaluation in Higher Education, 1–15. https://doi.org/10.1080/02602938.2022.2089627.
   Web of Science ®Google Scholar
• Nieminen, J. H., and J. Lahdenperä. 2021. “Assessment and Epistemic (In) Justice: How Assessment Produces Knowledge and Knowers.” Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2021.1973413.
   Web of Science ®Google Scholar
• Obodaru, O. 2012. “The Self not Taken: How Alternative Selves Develop and how They Influence our Professional Lives.” Academy of Management Review 37 (1): 34–57.
   Web of Science ®Google Scholar
• Peseta, T., S. Barrie, and J. McLean. 2017. “Academic Life in the Measured University: Pleasures, Paradoxes and Politics.” Higher Education Research & Development 36 (3): 453–7. https://doi.org/10.1080/07294360.2017.1293909.
   Web of Science ®Google Scholar
• Peseta, T., A. Bell, A. Clifford, A. English, J. Janarthana, C. Jones, M. Teal, and J. Zhang. 2016. “Students as Ambassadors and Researchers of Assessment Renewal: Puzzling Over the Practices of University and Academic Life.” International Journal for Academic Development 21 (1): 54–66. https://doi.org/10.1080/1360144X.2015.1115406.
   Web of Science ®Google Scholar
• Quesada, V., MÁ Gómez Ruiz, M. B. Gallego Noche, and J. Cubero-Ibáñez. 2019. “Should I Use Co-Assessment in Higher Education? Pros and Cons from Teachers and Students’ Perspectives.” Assessment & Evaluation in Higher Education 44 (7): 987–1002. https://doi.org/10.1080/02602938.2018.1531970.
   Web of Science ®Google Scholar
• Raaper, R. 2019. “Students as Consumers? A Counter Perspective from Student Assessment as a Disciplinary Technology.” Teaching in Higher Education 24 (1): 1–16. https://doi.org/10.1080/13562517.2018.1456421.
   Web of Science ®Google Scholar
• Redfearn, J. 2018. My Self, my Many Selves. Abington: Routledge.
   Google Scholar
• Saltmarsh, D., and S. Saltmarsh. 2008. “Has Anyone Read the Reading? Using Assessment to Promote Academic Literacies and Learning Cultures.” Teaching in Higher Education 13 (6): 621–32. https://doi.org/10.1080/13562510802452343.
   Web of Science ®Google Scholar
• Schuwirth, L. W., and C. P. Van der Vleuten. 2011. “Programmatic Assessment: From Assessment of Learning to Assessment for Learning.” Medical Teacher 33 (6): 478–85. https://doi.org/10.3109/0142159X.2011.565828.
   PubMed Web of Science ®Google Scholar
• Spero, T. A. 2022. “Global Citizenship Education as Bounded Self-Formation in Contemporary Higher Education Internationalisation Projects.” Globalisation, Societies and Education 20 (3): 349–64. https://doi.org/10.1080/14767724.2021.1896999.
   Web of Science ®Google Scholar
• Sun, S., X. Gao, B. D. Rahmani, P. Bose, and C. Davison. 2011. “Student Voice in Assessment and Feedback (2011–2022): A Systematic Review.” Assessment & Evaluation in Higher Education 1–16. https://doi.org/10.1080/02602938.2022.2156478.
   Web of Science ®Google Scholar
• Swan Sein, A., H. Rashid, J. Meka, J. Amiel, and W. Pluta. 2021. “Twelve Tips for Embedding Assessment for and as Learning Practices in a Programmatic Assessment System.” Medical Teacher 43 (3): 300–6. https://doi.org/10.1080/0142159X.2020.1789081.
   PubMed Web of Science ®Google Scholar
• Tannock, S. 2017. “No Grades in Higher Education Now! Revisiting the Place of Graded Assessment in the Reimagination of the Public University.” Studies in Higher Education 42 (8): 1345–57. https://doi.org/10.1080/03075079.2015.1092131.
   Web of Science ®Google Scholar
• Trede, F., R. Macklin, and D. Bridges. 2012. “Professional Identity Development: A Review of the Higher Education Literature.” Studies in Higher Education 37 (3): 365–84. https://doi.org/10.1080/03075079.2010.521237.
   Web of Science ®Google Scholar
• Webb, D. 2018. “Bolt-Holes and Breathing Spaces in the System: On Forms of Academic Resistance (Or, Can the University Be a Site of Utopian Possibility?).” Review of Education, Pedagogy, and Cultural Studies 40 (2): 96–118. https://doi.org/10.1080/10714413.2018.1442081.
   Web of Science ®Google Scholar
• Wheelahan, L., G. Moodie, and J. Doughney. 2022. “Challenging the Skills Fetish.” British Journal of Sociology of Education 43 (3): 475–94. https://doi.org/10.1080/01425692.2022.2045186.
   Web of Science ®Google Scholar
• Wood, J. M. 2022. “Supporting the Uptake Process with Dialogic Peer Screencast Feedback: A Sociomaterial Perspective.” Teaching in Higher Education, 1–23. https://doi.org/10.1080/13562517.2022.2042243.
   Web of Science ®Google Scholar
• Yang, L. 2022. “Student Formation in Higher Education: A Comparison and Combination of Confucian Xiushen (Self-Cultivation) and Bildung.” Higher Education 83 (5): 1163–80. https://doi.org/10.1007/s10734-021-00735-2.
   Web of Science ®Google Scholar