Becoming researchers: A sociocultural perspective on assessment, learning and the construction of identity in a professional doctorate

Pedagogy, Culture and Society

Volumn 16, Issue 3, 2008, Pages 221-237

  Crossouard, Barbara ^a   Pryor, John ^a  

^a UNIVERSITY OF SUSSEX   (United Kingdom)

Author keywords

Doctoral pedagogy; Doctoral supervision; Formative assessment; Socio cultural learning theories

Indexed keywords

EID: 52949129916     PISSN: 14681366     EISSN: 17475104     Source Type: Journal    
DOI: 10.1080/14681360802346614     Document Type: Article

References (38)

1. Barnett, R. 2000. Supercomplexity and the curriculum. Studies in Continuing Education 26, no. 2: 247-73.
2. Bernstein, B. 2001. Pedagogy, symbolic control and identity. London: Taylor & Francis.
3. Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2003. Assessment for learning: Putting it into practice. Buckingham, UK: Open University Press.
4. Boud, D., and N. Falchikov. 2006. Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education 31: 399-413.
5. Boud, D., and A. Lee. 2005. 'Peer learning' as pedagogic discourse for research education. Studies in Higher Education 30: 501-16.
6. Broadfoot, P., and P. Black. 2004. Redefining assessment? The first ten years of assessment in education. Assessment in Education 11, no. 1: 7-27.
7. Carless, D., G. Joughin, and. M.M.C. Mok. 2006. Editorial. Learning-oriented assessment: Principles and practice. Assessment & Evaluation in Higher Education 31: 395-8.
8. Cole, M., and Y. Engeström. 1993. A cultural-historical approach to distributed cognition. In Distributed cognition. Psychological and educational considerations, ed. G. Salomon, 1-46. Cambridge: Cambridge University Press.
9. Cowie, B., and B. Bell. 1999. A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice 6: 101-16.
10. Cribb, J., and S. Gewirtz. 2006. Doctoral student supervision in a manegerial climate. International Journal of Sociology of Education 16, no. 3: 223-36.
11. Ecclestone, K., and J. Pryor. 2003. 'Learning careers' or 'assessment careers'? The impact of assessment systems on learning. British Educational Research Journal 29: 471-87.
12. Elwood, J. 2006. Formative assessment: Possibilities, boundaries and limitations, Assessment in Education: Principles, Policy & Practice 13: 215-32.
13. Engeström, Y. 2001. Expansive learning at work: Toward, an activity theoretical reconceptualization. Journal of Education and Work 14, no. 1: 133-56.
14. Engeström, Y., R. Engeström, and H. Kerosuo. 2003. The discursive construction of collaborative care. Applied Linguistics 24: 286-316.
15. Eraut, M. 2004. Informal learning in the workplace. Studies in Continuing Education 26, no. 2: 247-73.
16. _. 2007. Early career learning at work and its implications for universities. British Journal of Educational Psychology, Monograph Series II, no. 4 (Student learning and university teaching): 113-33.
17. European Commission. 2005. European charter for researchers and a code of conduct for the recruitment of researchers. Brussels: European Commission.
18. Fairclough, N. 2003. Analysing discourse. Textual analysis for social research. London: Routledge.
19. Flyvbjerg, B. 2001. Making social science matter. Why social enquiry fails and haw it can succeed again. Cambridge: Cambridge University Press.
20. Gee, J.P. 2003. Opportunity to learn: A language-based perspective on assessment. Assessment in Education 10, no. 1: 27-46.
21. Golde, C. 2006. Preparing stewards of the discipline. In Envisioning the future of doctoral education: Preparing stewards of the discipline, ed. C. Golde and G. Walker, 3-20. San Francisco: Jossey-Bass.
22. Hall, S. 1996. Who needs identity? In Questions of cultural identity, ed. S. Hall and P. Du Gay, 1-17. London: Sage.
23. Johnson, L., A. Lee, and B. Green. 2000. The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education 25: 135-47.
24. Lave, J., and E. Wenger, 1991. Situated learning. Legitimate peripheral participation. London: Cambridge University Press.
25. Leonard, D., J. Metcalfe, R. Becker, and J. Evans. 2006. Review of literature on the impact of working context and support on the postgraduate research student learning experience. York, UK: Higher Education Academy.
26. Morley, L. 2004. Interrogating doctoral assessment. International Journal of Educational Research 41, no. 2: 91-7.
27. Morley, L., D. Leonard, and M. David. 2002. Variations in vivas: Quality and equality in British PhD assessments. Studies in Higher Education 27: 263-73.
28. Pryor, J. and B. Crossouard. 2005. A sociocultural theorization of formative assessment. Paper presented at the Sociocultural Theory in Educational Research and Practice Conference, September 8-9, in Manchester, UK. http://orgs.man.ac.uk/projects/include/experiment/pryor_ crossouard.pdf (accessed May 17, 2007).
29. _. 2006. Formative assessment in higher education: Prospects and problems. Paper presented at the annual conference of the Society for Research into Higher Education, December 12-14, in Brighton, UK.
30. _. 2008. A sociocultural theorization of formative assessment. Oxford Review of Education 34, no. 1: 1-20.
31. Quality Assurance Agency for Higher Education. 2004. Code of practice for the assurance of academic quality and standards in higher education. Section 1: Postgraduate research programmes. Gloucester, UK: Quality Assurance Agency for Higher Education.
32. Sadler, D.R. 1989. Formative assessment and the design of instructional systems. Instructional Science 18: 119-44.
33. Scott, D., A. Brown, I. Lunt, and L. Thome. 2005. Professional doctorates: Integrating professional and academic knowledge. Maidenhead, UK: Society for Research into Higher Education and Open University Press.
34. Torrance, H., and J. Pryor. 1998. Investigating formative assessment. Teaching, learning and assessment in the classroom. Buckingham, UK: Open University Press.
35. _. 2001. Developing formative assessment in. the classroom.: Using action research to explore and modify theory. British Educational Research Journal 27: 615-31.
36. Usher, R. 1997. Telling a story about research and research as story-telling: Postmodern approaches to social research. In Understanding social research. Perspectives on methodology and practice, ed. G. McKenzie, J. Powell, and R. Usher, 27-41. London: RoutledgeFalmer.
37. Wikeley, F., and Y. Muschamp. 2004. Pedagogical implications of working with doctoral students at a distance. Distance Education 25, no. 1: 125-42.
38. Yorke, M. 2003. Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education 45: 477-501.