assessment – Legitimation Code Theory

Forde-Leaves, N., Walton, J. & Tann, K. (2023) A framework for understanding assessment practice in higher education. Assessment & Evaluation in Higher Education, 48(8): 1076-1091. DOI: 10.1080/02602938.2023.2169659

Forde-Leaves, N., Walton, J. & Tann, K. (2023) A framework for understanding assessment practice in higher education. Assessment & Evaluation in Higher Education, 48(8): 1076-1091. DOI: 10.1080/02602938.2023.2169659

Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335

Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335

Georgiou, H. (2020). Characterising communication of scientific concepts in student-generated digital products. Education Sciences, 10(18): 1 – 18.

Georgiou, H. (2020). Characterising communication of scientific concepts in student-generated digital productsDownload

Nieminen, J. H., Bearman, M., & Tai, J. (2022). How is theory used in assessment and feedback research? A critical review, Assessment & Evaluation in Higher Education: 1–18.

Blackie, M. A. (2022) Knowledge building in chemistry education, Foundations of Chemistry, 24 (15): 97–111.

Pott, R. W., & Nortjé, S. (2021) The use of student question-posing in reactor design to encourage an open-ended approach to learning, European Journal of Engineering Education, 46(6): 874–888.

Van Heerden, M. (2020) How do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy, Journal Innovations in Education and Teaching International. DOI: 10.1080/14703297.2020.1788411

De Lange, M., Winberg, C. & Dippenaar, H. (2020) Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension, Reading & Writing 11(1): a260. https://doi.org/ 10.4102/rw.v11i1.260

Walton, J. (PhD, 2020) Making the Grade: Theorising musical performance assessment, PhD thesis, Griffith University, Australia.

Georgiou, H. (2020) Characterising Communication of Scientific Concepts in Student-Generated Digital Products, Education Sciences, 10(1): 18. DOI: 10.3390/educsci10010018

Ellery, K. (2019) Congruence in knowledge and knower codes: The challenge of enabling learner autonomy in a science foundation course, Alternation, 26(2): 213–239.

Buxton, C., Harman, R., Cardozo-Gaibisso, L., Jiang, L., Bui, K. & Allexsaht-Snider, M. (2019) Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners, Research in Science Education, DOI: https://doi.org/10.1007/s11165-019-9846-8

Giloi, S. (PhD, 2016) The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context, Rhodes University, South Africa.

Hood, S. (2010) Appraising Research: Evaluation in academic writing. London: Palgrave.

Garraway, J. & Reddy, L. (2017) Analyzing work-integrated learning assessment practices through the lens of autonomy principles, Alternation, 23(1): 285–308.

Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Wolff, K. & Hoffman, F. (2014) Knowledge and knowers in engineering assessment, Critical Studies in Teaching and Learning, 2(1): 74–95.

Kilpert, L. (2011) Lighting fires from fires: A description of the research entitled ‘Kindling fires’, The Journal of Independent Teaching and Learning, 6: 14–24.

Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: Construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6): 755–778.

Shay, S. (2008) Beyond social constructivist perspectives on assessment: The centring of knowledge, Teaching in Higher Education, 13(5): 595–605.