Online Collaborative Assessment: Power Relations and ‘Critical Learning’

  • Kiran Trehan
  • Michael Reynolds
Part of the Computer Supported Cooperative Work book series (CSCW)

Abstract

Online collaborative forms of assessment occupy unusual education territory. In addition to challenging conventional canons of academic assessment, such approaches offer the potential to generate insights into individual and group behavior in a crucial area of educational practice. This chapter attempts to expand the potential of collaborative assessment, especially online collaborative assessment, by examining its rationale from a critical perspective.

Keywords

Arena Defend Milton Vince 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Ball, S. (1990) Foucault And Education New York: RoutledgeGoogle Scholar
  2. Bilimoria, D. (1995) Modernism, Postmodernism, and Contemporary Grading Practices. Journal OfManagement Education, 19,pp 440–457Google Scholar
  3. Boud, D. (1981) Developing Student Autonomy In Learning (2nd edition) London: Kogan PageGoogle Scholar
  4. Boud, D. (1986) Implementing Student Self-Assessment. Higher Education Research And DeveLopment Society 5, pp3–10CrossRefGoogle Scholar
  5. Boud, D. (1989) The Role Of Self-Assessment In Student Grading. Assessment And EvaLuation In Higher Education L4(1) pp20–30CrossRefGoogle Scholar
  6. Brookfield, S. (1986) Understanding And Facilitating AduLt Learning Milton Keynes: Open UniversityGoogle Scholar
  7. Cunningham, I. (1991) Case studies in collaborative assessment. In Brown, S. & Dove, P. (Eds.) Standing Conference On Education Development, SCEA 63 Newcastle: Newcastle PolytechnicGoogle Scholar
  8. Dearden, R.F. (1972) Autonomy and Education. In Dearden, R.F. (Ed.) Education And The DeveLopment Of Reason London: RoutledgeGoogle Scholar
  9. Dispenza, V. (1996) Empowering students: a pragmatic philosophical approach to management education. Management Learning 27, pp238–250CrossRefGoogle Scholar
  10. Ellsworth, E. (1992) Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In Luke, C. & Gore, J.M. (Eds.) Feminisms And CriticaL Pedagogy New York: RoutledgeGoogle Scholar
  11. Falchikov, N. (1989) Student self-assessment in Higher Education: a meta-analysis. Review Of EducationalResearch, 59(4) pp395–430Google Scholar
  12. Foucault, M. (1979) DiscipLine And Punish: The Birth Of The Prison Penguin BooksGoogle Scholar
  13. Freire, P. (1972) Pedagogy Of The Oppressed. Harmondsworth: PenguinGoogle Scholar
  14. French, R. & Grey, C. (Eds.) (1996) RethinkingManagement Education, London: SageGoogle Scholar
  15. Giroux, H.A. (1981) Ideology, Cultureand the ProcessofSchooling. Philadelphia: Temple University PressGoogle Scholar
  16. Giroux, H.A. (1988) Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. New York: Bergin & GraveyGoogle Scholar
  17. Giroux, H.A. (1992) Border Crossings: Cultural Workers And The Politics Of Education. New York: RoutledgeGoogle Scholar
  18. Gore, J M (1993) The Struggle For Pedagogies. New York: RoutledgeGoogle Scholar
  19. Grey, C., Knights, D. & Willmott, H. (1996) Is a critical pedagogy of management possible? In French, R. & Grey, C. (Eds.) RethinkingManagement Education London: SageGoogle Scholar
  20. Hardy, V. (1993) Introducing computer mediated communications into participative management education: the impact on the tutors’ role. ETTI 29 (4) pp325–331Google Scholar
  21. Hardy, V. & Hodgson, V. (1994) Computer conferencing: a new medium for investigating issues in gender learning. Higher Education 28, pp403–1CrossRefGoogle Scholar
  22. Heron, J. (1981) Self and Peer Assessment. In Boydell, T. & Pedler, M. (Eds.) Management Self Development, Concerns And Practices Westmead Farnborough: GowerGoogle Scholar
  23. hooks, b. (1993) bell hooks Speaking About Paulo Freire — The Man, His Work. In McLaren, P. and Leonard, P. (Eds) Paulo Freire: A Critical Encounter New York: RoutledgeGoogle Scholar
  24. Howard, J. (1991) Self and Peer Assessment. Standing Conference On EducationaL Development SCED 63 Newcastle: Newcastle PolytechnicGoogle Scholar
  25. Marton, F. (1994) Phenomenography. In Husen, T. & Postlethwaite, T.N. The International Encyclopaedia Of Education (2nd edition). Oxford: PergamonGoogle Scholar
  26. McConnell, D. (1997) Computer support for management learning. In Burgoyne, J. & Reynolds, M. (Eds.) Management Learning: Integrating Perspectives In Theory And Practice. London: SageGoogle Scholar
  27. McConnell, D. (1999) Implementing Computer Supported Co-operative Learning (2nd edition) London: Kogan PageGoogle Scholar
  28. McGill, I. & Beaty, L. (1995) Action Learning London: Kogan PageGoogle Scholar
  29. Orner, M. (1992) Interrupting the call for student voice in liberatory education: a feminist post-structuralist perspective. In Luke, C. & Gore, J. (Eds.) Feminism And Critical Pedagogy London: RoutledgeGoogle Scholar
  30. Race, P. (1991) Learning through assessing: Standing Conference On Education Development SCED 63 Google Scholar
  31. Reynolds, M. (1999) Critical reflection and management education: rehabilitating less hierarchical approaches. Journal of Management Education 23, pp537–553CrossRefGoogle Scholar
  32. Reynolds, M. & Trehan, K. (2000) Assessment: a critical perspective. Studies In Higher Education 25(3) pp267–278CrossRefGoogle Scholar
  33. Reynolds, M. & Trehan, K. (In Press) Classroom as real world: towards a pedagogy of difference. Gender and Education Google Scholar
  34. Rowntree, D. (1987) Assessing Students: How Shall We Know Them? London: Kogan PageGoogle Scholar
  35. Saunder, D. (1992) Peer tutoring in Higher Education: Studies in Higher Education 17(2), pp211–2l7CrossRefGoogle Scholar
  36. Shrewsbury, C. (1987) What is feminist pedagogy? Women Studies Quarterly 15 (3/4), pp614Google Scholar
  37. Somervell, H. (1993) Issues in assessment. Assessment and Evaluation in Higher Education. 18 (3) pp221–232CrossRefGoogle Scholar
  38. Stefani, L. (1994) Peer, self and tutor assessment: relative reliabilities. Studies In Higher Education 19 (1) pp69–75MathSciNetCrossRefGoogle Scholar
  39. Tisdell, E.J. (1993) Interlocking systems of power, privilege and oppression in adult Higher Education classes, Adult Education Quarterly, 43, pp203–226CrossRefGoogle Scholar
  40. Vince, R. (1996) Experiential management education as the practice of change. In French, R. & Grey, C. (Eds.) Rethinking Management Education London: SageGoogle Scholar
  41. Weiler, K. (1991) Freire and a feminist pedagogy of difference Harvard Educational Review 61, pp449–474Google Scholar
  42. Willmott, H. (1997) Critical management learning. In Burgoyne, J. & Reynolds, M. (Eds) Management Learning: Integrating Perspectives In Theory And Practice London: SageGoogle Scholar

Copyright information

© Springer-Verlag London 2002

Authors and Affiliations

  • Kiran Trehan
  • Michael Reynolds

There are no affiliations available

Personalised recommendations