http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Discourse analysis of assessment policies in higher education
I started my PhD studies in 2012 with a strong interest in student assessment in higher education. By exploring the scholarly field of assessment studies, however, I soon realized that assessment has been most often explored in relation to constructivist approaches to learning and classroom practices. Earlier work done by sociologists saw grades as being the main currency in educational institutions; however, this was a minor voice in the field. Being inspired by a lack of critical voice in assessment studies, I wanted to re-question some of the key issues related to institutional purposes of assessment in contemporary higher education and to focus on assessment policies rather than the improvement of classroom practices. My study received guidance from Michel Foucaults work on discipline and governmentality, and his methodological focus on discourse. This case study will explore the ways in which Foucaults theories were adapted to this particular research and how the theoretical framework was operationalized through qualitative research methods and critical discourse analysis. The case study draws on my empirical study of assessment policies in two European universities: the University of Glasgow and Tallinn University. Furthermore, the case highlights the triumphs, troubles, and challenges I encountered when carrying out a Foucault-inspired doctoral research. The article finishes by making recommendations for beginning researchers in the field.