Curriculum & Instruction Faculty Publications

Document Type

Article

Journal/Book/Conference Title Title

International Journal of Educational Psychology

Volume

5

Issue

1

First Page

1

Last Page

26

Abstract

We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students’ ownership/authorship of education and learning. We ground our conceptualization of educational assessment in critical dialogue, in a case of a student who requested assessment of her research project, and guided her peers and the teacher in providing different aspects of this assessment. We argue that documentation of learning on teacher’s demand leads to surveillance, discipline, distraction, teacher-student distrust, and robbing of students from ownership of their education and thus it is anti-educational.

Department

Department of Curriculum and Instruction

Comments

First published in International Journal of Educational Psychology, v. 5 n. 1 (2016), pp. 1-26, published by Hipatia Press. DOI: https://doi.org/10.17583/ijep.2016.1886

Original Publication Date

2-2016

DOI of published version

10.17583/ijep.2016.1886

Repository

UNI ScholarWorks, University of Northern Iowa, Rod Library

Copyright

©2016 Eugene Matusov, Ana Marjanovic-Shane, and Sohyun Meacham. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Date Digital

2016

Language

EN

File Format

application/pdf

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