Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Alternative democratic assessment in PETE : an action-research study exploring risks, challenges and solutions

Lorente, E. and Kirk, D. (2013) Alternative democratic assessment in PETE : an action-research study exploring risks, challenges and solutions. Sport, Education and Society, 18 (1). pp. 77-96. ISSN 1357-3322

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

Assessment is an integral feature of the work of all Higher Education institutions. It is, moreover, a process that makes transparent the power relations and hierarchical structures that are part of the fabric of academic fields and disciplines. The importance of assessment as a high stakes practice is increasingly being recognised, with a movement towards alternative practices driven by a broad range of forces, including perversely the corporatisation of the university. In recognition of these powerful trends towards alternative assessment and the marked absence of published research on this topic in physical education teacher education (PETE), the purpose of this study is to reveal some lessons learned through action research by a teacher educator as she sought to apply alternative, democratic assessment practices in a PETE programme. The study aimed to reflect on and deconstruct current educational assessment processes and principles and to investigate what happens in a pedagogical process that is not only based on teacher–student agreement, dialogue, mutual respect, shared decision-making and personal responsibility, but also is accompanied by forms of assessment that are consistent with these democratic principles. We consider briefly some of the literature that has informed our thinking about alternative forms of assessment in Higher Education, with a particular focus on student participation in assessment. In this context we consider some strategies for participative assessment and some of the benefits, risks and challenges that have been proposed by researchers. We outline the methodology of the study, noting that this long-term action research project was carried out within the context of the Shared and Formative Assessment Network before presenting the main findings and discussion, and some lessons learned from reflecting on this study. We conclude that exploration and implementation of alternative forms of assessment is one crucially important site for challenging the process of corporatisation of the university and its undesirable and often unintended effects.