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Education as a mode of existence: a Latourian inquiry into assessment validity in higher education

Tummons, J.

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Abstract

Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what they have learned during their studies through the provision of authentic simulated opportunities to practice. Drawing on the work of Bruno Latour, this article argues that the conceptualisation as well as use of the idea of assessment validity in theorising the assessment of simulation-based learning in professional courses, in order to predict the future performance of the student constitutes a category mistake that consequently makes claims for assessment validity which are unfounded. The article goes on to explore ways by which ethnographers of education might use other elements of Latour’s work in order to generate rich, problematising accounts of educational practice.

Citation

Tummons, J. (2020). Education as a mode of existence: a Latourian inquiry into assessment validity in higher education. Educational Philosophy and Theory, 52(1), 45-54. https://doi.org/10.1080/00131857.2019.1586530

Journal Article Type Article
Acceptance Date Feb 10, 2019
Online Publication Date Mar 5, 2019
Publication Date 2020
Deposit Date Feb 20, 2019
Publicly Available Date Sep 5, 2020
Journal Educational Philosophy and Theory
Print ISSN 0013-1857
Electronic ISSN 1469-5812
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 52
Issue 1
Pages 45-54
DOI https://doi.org/10.1080/00131857.2019.1586530

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