'Being an artist you kind of, I mean, you get used to excellence': Identity, Values and Fine Art Assessment Practices

International Journal of Art and Design Education

Volumn 30, Issue 1, 2011, Pages 37-44

  Orr, Susan ^a  

^a YORK ST JOHN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79951570220     PISSN: 14768062     EISSN: 14768070     Source Type: Journal    
DOI: 10.1111/j.1476-8070.2011.01672.x     Document Type: Article

References (32)

1. Adams, J. (2007) Artists becoming teachers: expression of identity transformation in a virtual forum, International Journal of Art & Design Education, Vol. 26, No. 3, pp. 264-73.
2. Atkinson, D. (2002) Art in Education: Identity and Practice. Dordrecht: Kluwer Academic.
3. Ball, S., Davies, J., David, M. & Reay, D. (2002) 'Classification' and 'judgement': social class and 'cognitive structures' of choice in higher education, British Journal of Sociology of Education, Vol. 223, No. 1, pp. 51-72.
4. Barrow, M. (2006) Assessment and student transformation: linking character and intellect, Studies in Higher Education, Vol. 31, No. 3, pp. 357-72.
5. Billett, S. (2001) Knowing in practice: re-conceptualising vocational experience, Learning and Instruction, Vol. 11, pp. 431-52.
6. Bourdieu, P. (1986) Distinction: A Social Critique of the Judgement of Taste. London: Routledge.
7. Bourdieu, P. (1990) Sociology in Question. Cambridge: Polity Press.
8. Bruner, J. (1996) The Culture of Education. Cambridge, MA: Harvard University Press.
9. Clark, R. & Ivanic, R. (2004) The Politics of Writing, 2nd edn. Oxford: Routledge.
10. Cresswell, M. (1996) Defining, setting and maintaining standards in curriculum-embedded examinations: judgmental and statistical approaches, in H. Goldstein & T. Lewis, [Eds] Assessment: Problems, Developments and Statistical Issues. Chichester: Wiley, pp. 57-84.
11. Delandshere, G. (2001) Implicit theories, unexamined assumptions and the status quo of educational assessment, Assessment in Education, Vol. 8, No. 2, pp. 113-32.
12. Delandshere, G. & Petrosky, A. (1994) Capturing teachers' knowledge: performance assessment, Educational Researcher, Vol. 23, No. 5, pp. 11-18.
13. Ecclestone, K. (2001). 'I know a 2:1 when I see it': understanding criteria for degree classifications in franchised university programmes, Journal of Further and Higher Education, Vol. 25, No. 3, pp. 201-313.
14. Foucault, M. (1980) Truth and power, in C. Gordon, [Ed.] Power/Knowledge: Selected Interviews and Other Writings. New York: Pantheon, pp. 108-32.
15. Hand, L. & Clewes, B. (2000) Marking the difference: an investigation of the criteria used for assessing undergraduate dissertations in a business school, Assessment and Evaluation in Higher Education, Vol. 25, No. 1, pp. 5-21.
16. Hawe, E. (2002) Assessment in a pre-service teacher education programme: the rhetoric and the practice of standards-based assessment, Asia-Pacific Journal of Teacher Education, Vol. 30, No. 1, pp. 94-106.
17. Heath, C. & Hindmarch, J. (2002) Analysing interaction, in T. May, [Ed.] Qualitative Research in Action. London: Sage, pp. 99-121.
18. Johnson, C. (2002) The position of the fine art student in the context of public accountability of higher education, with specific reference to the Quality Assurance Agency experience, Teaching in Higher Education, Vol. 7, No. 2, pp. 215-24.
19. Kent, L. (2005) Studio conversation: approaches for a postmodern context, Journal of Art & Design Education, Vol. 24, No. 2, pp. 159-65.
20. Kill, R. (2010) Academic Identity Construction in the Blurry University. Paper presented to 'Challenging the Curriculum': The Centre for Learning and Teaching in Art and Design (CLTAD) 5th International Conference, Berlin.
21. Layder, D. (1997) Modern Social Theory: Key Debates and New Directions. London: UCL Press.
22. Leach, L., Neutze, G. & Zepke, N. (2001) Assessment and empowerment: some critical questions, Assessment and Evaluation in Higher Education, Vol. 26, No. 4, pp. 293-305.
23. Orr, K. & Simmons, R. (2010) Dual identities: the in-service teacher trainee experience in the English further education sector, Journal of Vocational Education & Training, Vol. 62, No. 1, pp. 75-88.
24. Orr, S. (2007) Assessment moderation: constructing the mark and constructing the student, Assessment and Evaluation in Higher Education, Vol. 32, No. 6, pp. 645-56.
25. Reay, D., Davies, J., David, M. & Ball, S. (2001) Choices of degree or degrees of choice? class, 'race' and the higher education choice process, Sociology, Vol. 35, No. 4, pp. 855-74.
26. Rowntree, D. (1987) Assessing Students: How Shall We Know Them? London: Kogan Page.
27. Shay, S. (2005) The assessment of complex tasks: a double reading, Studies in Higher Education, Vol. 30, No. 6, pp. 663-79.
28. Shreeve, A. (2009) 'I'd rather be seen as a practitioner, come in to teach my subject': Identity and work in part-time art and design tutors, International Journal of Art & Design Education, Vol. 28, No. 2, pp. 151-9.
29. Smith, D. (2002) Institutional ethnography, in T. May, [Ed.] Qualitative Research in Action. London: Sage, pp. 17-53.
30. Wenger, E. (2004) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
31. Wengraf, T. (2001) Qualitative Research Interviewing: Biographic Narrative and Semi-Structured Methods. London: Sage.
32. Yorke, M., Bridges, P. & Woolf, H. (2000) Mark distributions and marking practices in UK higher education, Active Learning in Higher Education, Vol. 1, No. 1, pp. 7-27.