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Vollmer, Maria Theresa:
Doing Transitions : Comparative Perspectives on the Practice of Student Assessment in South Africa and India.
2024
Veranstaltung: Negotiating changes in the process of transition from school to higher education in Africa
, 04.06.-05.06.2024
, Ali Mazrui Centre for Higher Education Studies (AMCHES), University of Johannesburg, South Africa.
(Veranstaltungsbeitrag: Kongress/Konferenz/Symposium/Tagung
,
Vortrag
)
Abstract
According to Nieminen & Yang (2023, p. 1) „the role of assessment has received little attention in the processes of being and becoming”. The idea of my paper is thus to look at student assessment as a practice in doing transitions from secondary to higher education in South Africa and in India in a comparative perspective. Of interest for the study is, how is the practice of student assessment used in doing transition from one school level to the other? Are there linkages in the conceptualisation of assessment and transitioning between both contexts? The objectives of the talk are firstly, to understand the role of student assessments in the phenomenon of transitioning from secondary to higher education in South Africa and in India and secondly, to link the educational discussion on doing transitions in both contexts to each other. The paper is based on literature review, website analysis and document analysis and is situated in comparative education research (Parreira do Amaral & Amos, 2015; Adick, 2019). The paper argues from a relational perspective that is informed by network theory (White, 2008) and multiplicity and change (Deleuze & Guattari, 1994, 2004). I suggest that the concept of switching between networks (‘netdoms’) appears to be helpful to understand and describe processes of being and becoming, or in other words: processes of change and transformation (White & Godart, 2010; Clemens, 2015). The paper contributes to the goal of theorising transitioning from secondary to higher education in that it focuses on the practice of student assessment in doing transitions and how this affects student’s being and becoming. The paper contributes to the conference in that it brings in comparative perspectives on the issues of transitioning from secondary to higher education. The question of international standards of quality and best practice as well as the rise of the practice of benchmarking in education is a question of relevance and concern for India and South Africa likewise (see Soudien, 2011; Tikly, 2011; Rampal, 2012). I see a relevance for the research in that with the upcoming trend of economization of education (Beichel & Fees, 2007), there is also a rise in the practice of student assessment (Gipps, 2012; Vollmer, 2023). "In the Indian education context, media consistenly reports on exam pressure that leads to mental illness and a high suicide rate amongst students. (...) However, testing doesn’t necessarily need to be harming, as a publication titled “Where exams can be fun” by Rampal (2002) indicates” (Vollmer, forthcoming). Assessment is an integral part of education, and has impact on students’ life course, as it may be simplifying, altering, or blocking the process of transitioning from one school level to the other, or from youth to adulthood.
Weitere Angaben
| Publikationsform: | Veranstaltungsbeitrag (Vortrag) |
|---|---|
| Begutachteter Beitrag: | Ja |
| Keywords: | Student assessment; transitions from secondary school to higher education; being and becoming; network theory; comparative education research; South Africa; India |
| Institutionen der Universität: | Fakultäten > Kulturwissenschaftliche Fakultät > Lehrstuhl Allgemeine Erziehungswissenschaft > Lehrstuhl Allgemeine Erziehungswissenschaft - Univ.-Prof. Dr. Iris Clemens |
| Titel an der UBT entstanden: | Ja |
| Themengebiete aus DDC: | 300 Sozialwissenschaften > 370 Bildung und Erziehung |
| Eingestellt am: | 03 Jul 2024 10:07 |
| Letzte Änderung: | 03 Jul 2024 10:07 |
| URI: | https://eref.uni-bayreuth.de/id/eprint/89888 |