Assessment and epistemic (in)justice: how assessment produces knowledge and knowers

References

• Ashford-Rowe, K., J. Herrington, and C. Brown. 2014. “Establishing the Critical Elements that Determine Authentic Assessment.” Assessment & Evaluation in Higher Education 39 (2): 205–222. doi:10.1080/02602938.2013.819566.
   Web of Science ®Google Scholar
• Bearman, M., and R. Luckin. 2020. “Preparing University Assessment for a World with AI: Tasks for Human Intelligence.” In Re-imagining University Assessment in a Digital World, edited by M. Bearman, P. Dawson, R. Ajjawi, J. Tai, and D. Boud, 49–63. Cham: Springer.
   Google Scholar
• Boud, D., P. Dawson, M. Bearman, S. Bennett, G. Joughin, and E. Molloy. 2018. “Reframing Assessment Research: Through a Practice Perspective.” Studies in Higher Education 43 (7): 1107–1118. doi:10.1080/03075079.2016.1202913.
   Web of Science ®Google Scholar
• Boud, D., and N. Falchikov. 2006. “Aligning Assessment with Long-Term Learning.” Assessment & Evaluation in Higher Education 31 (4): 399–413. doi:10.1080/02602930600679050.
   Google Scholar
• Boud, D., and R. Soler. 2016. “Sustainable Assessment Revisited.” Assessment & Evaluation in Higher Education 41 (3): 400–413. doi:10.1080/02602938.2015.1018133.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2020. “One Size Fits All? What Counts as Quality Practice in (Reflexive) Thematic Analysis?” Qualitative Research in Psychology. Advance online publication. doi:10.1080/14780887.2020.1769238.
   Web of Science ®Google Scholar
• Brough, M. 2013. “Toward Cultural Epidemiology: Beyond Epistemological Hegemony.” In When Culture Impacts Health: Global Lessons for Effective Health Research, edited by C. Banwell, S. Ulijaszek, and J. Dixon, 32–44. London: Academic Press.
   Google Scholar
• Carnell, E. 2007. “Conceptions of Effective Teaching in Higher Education: Extending the Boundaries.” Teaching in Higher Education 12 (1): 25–40.
   Web of Science ®Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2018. Research Methods in Education (8th ed.). London: Routledge.
   Google Scholar
• Doan, M. 2018. “Resisting Structural Epistemic Injustice.” Feminist Philosophy Quarterly 4 (4). doi:10.5206/fpq/2018.4.6230.
   Google Scholar
• Dotson, K. 2014. “Conceptualizing Epistemic Oppression.” Social Epistemology 28 (2): 115–138. doi:10.1080/02691728.2013.782585.
   Web of Science ®Google Scholar
• Flores, M. A., G. Brown, D. Pereira, C. Coutinho, P. Santos, and C. Pinheiro. 2020. “Portuguese University Students’ Conceptions of Assessment: Taking Responsibility for Achievement.” Higher Education 79 (3): 377–394.
   Web of Science ®Google Scholar
• Fricker, M. 2007. Epistemic Injustice: Power and the Ethics of Knowing. New York: Oxford University Press.
   Google Scholar
• Fricker, M. 2015. “Epistemic Contribution as a Central Human Capability.” In The Equal Society, edited by G. Hull, 73–90. Lanham: Lexington Book.
   Google Scholar
• Gergen, K. J., and E. J. Dixon-Román. 2014. “Social Epistemology and the Pragmatics of Assessment.” Teachers College Record 116 (11): 1–22.
   Web of Science ®Google Scholar
• Hanafin, J., M. Shevlin, M. Kenny, and E. Mc Neela. 2007. “Including Young People with Disabilities: Assessment Challenges in Higher Education.” Higher Education 54 (3): 435–448. doi:10.1007/s10734-006-9005-9.
   Web of Science ®Google Scholar
• Häsä, J. I. A., J. Rämö, and J. H. Nieminen. 2021. “Supporting Quality of Learning by Letting Students Give their Own Grades – An Innovative Self-Assessment Model in University Mathematics.” In Assessment as Learning: Maximising Opportunities for Student Learning and Achievement, edited by Z. Yan, and L. Yang, 232–243. London: Routledge.
   Google Scholar
• Hofer, B. K. 2001. “Personal Epistemology Research: Implications for Learning and Teaching.” Educational Psychology Review 13 (4): 353–383. doi:10.1023/A:1011965830686.
   Web of Science ®Google Scholar
• Iannone, P., and A. Simpson. 2019. “The Relation Between Mathematics Students’ Discipline-Based Epistemological Beliefs and their Summative Assessment Preferences.” International Journal of Research in Undergraduate Mathematics Education 5 (2): 147–162. doi:10.1007/s40753-019-00086-5.
   Google Scholar
• Knight, S., S. B. Shum, and K. Littleton. 2014. “Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space.” Journal of Learning Analytics 1 (2): 23–47. doi:10.18608/jla.2014.12.3.
   Google Scholar
• Koskenoja, M. J., S.-L. M. Varvio, J. P. Piiroinen, A. Leivonen, T. Lehtonen, J. Nuutinen, and N. Rantanen. 2018. “DIGest: Digital Method for Self and Peer Assessment of Exercises in Mathematics and Statistics University Studies.” In 4th e-Learning Excellence Awards 2018: An Anthology of Case Histories, edited by D. Remenyi, 123–130. Athens: Academic Conferences and Publishing International Limited.
   Google Scholar
• Lahdenperä, J., and J. H. Nieminen. 2020. “How Does a Mathematician Fit in? A Mixed-Methods Analysis of University Students’ Sense of Belonging in Mathematics.” International Journal of Research in Undergraduate Mathematics Education 6: 475–494. doi:10.1007/s40753-020-00118-5.
   Google Scholar
• Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. California: Sage Publications.
   Google Scholar
• Lucas, U., and P. L. Tan. 2013. “Developing a Capacity to Engage in Critical Reflection: Students ‘Ways of Knowing’ within an Undergraduate Business and Accountancy Programme.” Studies in Higher Education 38 (1): 104–123. doi:10.1080/03075079.2011.569706.
   Web of Science ®Google Scholar
• McLean, M., A. Abbas, and P. Ashwin. 2018. How Powerful Knowledge Disrupts Inequality: Reconceptualising Quality in Undergraduate Education. London: Bloomsbury Academic.
   Google Scholar
• Nieminen, J. H. 2020a. “Disrupting the Power Relations of Grading in Higher Education through Summative Self-Assessment.” Teaching in Higher Education. Advance Online Publication. doi:10.1080/13562517.2020.1753687.
   Web of Science ®Google Scholar
• Nieminen, J. H. 2020b. “Student Conceptions of Assessment Accommodations in University Mathematics: An Analysis of Power.” Nordic Studies in Mathematics Education 25 (3-4): 27–49.
   Google Scholar
• Nieminen, J. H., H. Asikainen, and J. Rämö. 2019. “Promoting Deep Approach to Learning and Self-Efficacy by Changing the Purpose of Self-Assessment: A Comparison of Summative and Formative Models.” Studies in Higher Education. Advance Online Publication. doi:10.1080/03075079.2019.1688282.
   PubMed Web of Science ®Google Scholar
• O’Donovan, B. 2017. “How Student Beliefs about Knowledge and Knowing Influence their Satisfaction with Assessment and Feedback.” Higher Education 74 (4): 617–633. doi:10.1007/s10734-016-0068-y.
   Web of Science ®Google Scholar
• Patton, C. 2012. “‘Some Kind of Weird, Evil Experiment’: Student Perceptions of Peer Assessment.” Assessment & Evaluation in Higher Education 37 (6): 719–731. doi:10.1080/02602938.2011.563281.
   Web of Science ®Google Scholar
• Penuel, W. R., and D. A. Watkins. 2019. “Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education.” The ANNALS of the American Academy of Political and Social Science 683 (1): 201–216. doi:10.1177/0002716219843249.
   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. doi:10.1080/13562517.2018.1456421.
   Web of Science ®Google Scholar
• Rämö, J., D. Reinholz, J. Häsä, and J. Lahdenperä. 2019. “Extreme Apprenticeship: Instructional Change as a Gateway to Systemic Improvement.” Innovative Higher Education 44 (5): 351–365. doi:10.1007/s10755-019-9467-1.
   Web of Science ®Google Scholar
• Saldaña, J. 2016. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage.
   Google Scholar
• Shotwell, A. 2017. “Forms of Knowing and Epistemic Resources.” In The Routledge Handbook of Epistemic Injustice, edited by I. J. Kidd, J. Medina, and G. Pohlhaus, Jr, 79–88. Milton Park: Routledge.
   Google Scholar
• Smith, C. D., K. Worsfold, L. Davies, R. Fisher, and R. McPhail. 2013. “Assessment Literacy and Student Learning: The Case for Explicitly Developing Students ‘Assessment Literacy’.” Assessment & Evaluation in Higher Education 38 (1): 44–60. doi:10.1080/02602938.2011.598636.
   Web of Science ®Google Scholar
• Solomon, Y., and T. Croft. 2016. “Understanding Undergraduate Disengagement from Mathematics: Addressing Alienation.” International Journal of Educational Research 79: 267–276. doi:10.1016/j.ijer.2015.10.006.
   Web of Science ®Google Scholar
• Struyven, K., F. Dochy, and S. Janssens. 2005. “Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review.” Assessment & Evaluation in Higher Education 30 (4): 325–341. doi:10.1080/02602930500099102.
   Google Scholar
• Tan, K. H. 2004. “Does Student Self-Assessment Empower or Discipline Students?” Assessment & Evaluation in Higher Education 29 (6): 651–662. doi:10.1080/0260293042000227209.
   Google Scholar
• Tanswell, F. S., and C. J. Rittberg. 2020. “Epistemic Injustice in Mathematics Education.” ZDM Mathematics Education 52: 1199–1210. doi:10.1007/s11858-020-01174-6.
   Google Scholar
• Taras, M. 2015. “Situating Power Potentials and Dynamics of Learners and Tutors within Self-Assessment Models.” Journal of Further and Higher Education 40 (6): 846–863. doi:10.1080/0309877X.2014.1000283.
   Web of Science ®Google Scholar
• Walker, M. 2020. “Failures and Possibilities of Epistemic Justice, with Some Implications for Higher Education.” Critical Studies in Education 61 (3): 263–278. doi:10.1080/17508487.2018.1474774.
   Web of Science ®Google Scholar