Journal/Book/Conference Title Title
International Journal of Educational Psychology
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 of Curriculum and Instruction
Original Publication Date
DOI of published version
UNI ScholarWorks, University of Northern Iowa, Rod Library
©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
This work is licensed under a Creative Commons Attribution 4.0 License.
Matusov, Eugene; Marjanovic-Shane, Ana; and Meacham, Sohyun, "Pedagogical Voyeurism: Dialogic Critique of Documentation and Assessment of Learning" (2016). Curriculum & Instruction Faculty Publications. 33.