Abstract
This paper reviews the concept of high‐stakes assessment against a background of postmodernism, and argues that the inaccessibility of cognitive processes is only one part of the problem of reading assessment: even greater challenges are posed by a postmodern analysis, in which an ‘incredulity toward metanarratives’ leads to a series of six theoretical positions, from each of which is derived a practical imperative that might guide us in establishing postmodern principles of assessment. These six imperatives are then explored in relation to two practical contexts, one in the area of portfolio or evidence‐based assessment, the other in the area of computer‐based assessment of reading. In both cases, it is argued that, working from first principles, the case for using such approaches can be established. Second, it is argued that while both these approaches to assessment offer empirical and methodological challenges that have yet to be met, they also offer opportunities for valuing the individual subject and diminishing the authority of the author and the text in ways that are in harmony with a postmodern position.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
