Jump to ContentJump to Main Navigation
Advances and Innovations in University Assessment and Feedback$
Users without a subscription are not able to see the full content.

Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur

Print publication date: 2014

Print ISBN-13: 9780748694549

Published to Edinburgh Scholarship Online: January 2015

DOI: 10.3366/edinburgh/9780748694549.001.0001

Show Summary Details
Page of

PRINTED FROM EDINBURGH SCHOLARSHIP ONLINE (www.edinburgh.universitypressscholarship.com). (c) Copyright Edinburgh University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in ESO for personal use.date: 28 March 2020

The Learning–Feedback–Assessment Triumvirate: Reconsidering Failure in Pursuit of Social Justice

The Learning–Feedback–Assessment Triumvirate: Reconsidering Failure in Pursuit of Social Justice

Chapter:
(p.173) 9 The Learning–Feedback–Assessment Triumvirate: Reconsidering Failure in Pursuit of Social Justice
Source:
Advances and Innovations in University Assessment and Feedback
Author(s):

Jan McArthur

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9780748694549.003.0010

Jan McArthur draws on the critical theory of Adorno to explore the implications of complex knowledge, and the positive associations of apparent failure. She argues that in order to achieve the triumvirate of learning-feedback-assessment found in Dai Hounsell’s work, we need to reconsider the notion of ‘failure’. She suggests that failure can sometimes be part of a pedagogical process, in which students are asked to engage with complex knowledge in a critical way. Assessment practices should allow for an iterative process of engagement with knowledge, rather than being judged entirely on a first submission. In that way, students are then able to respond to feedback with a strong sense of personal agency, and become both authors and arbiters of their own learning. Enabling students to take greater control over their own learning and encouraging forms of knowledge that can help promote social change, she argues, are means to promote greater social justice.

Keywords:   Reconsidering the concept of ‘failure’ in learning, Social justice, Student control over their learning

Edinburgh Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.