The Assessment of Complex Performance: A Socially Situated Interpretive Act

References

1. Angoff, W. (1988). Validity: An evolving concept. In H. Wainer & H. Braum (Eds.), Test validity (pp. 19–30). Hillsdale, NJ: Lawrence Erlbaum.Validity: An evolving concept. Test validity, 19–30.
2. Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines (2nd ed.). Buckingham, Eng.: Society for Research into Higher Education and Open University Press.
3. Bernstein, R. (1976). The restructuring of social and political theory. New York: Harcourt Brace Jovanovich.The restructuring of social and political theory.
4. Bernstein, R. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Philadelphia: University of Pennsylvania Press.Beyond objectivism and relativism: Science, hermeneutics, and praxis.
5. Bernstein, R. (1991). The new constellation: The ethical-political horizons of modernity/ postmodernity. Cambridge, Eng.: Polity Press.The new constellation: The ethical-political horizons of modernity/ postmodernity.
6. Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.The logic of practice.
7. Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Cambridge, Eng.: Polity Press.The state nobility: Elite schools in the field of power.
8. Bourdieu, P. (1988). Homo academicus. Stanford, CA: Stanford University Press.Homo academicus.
9. Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Cambridge, Eng.: Polity Press.An invitation to reflexive sociology.
10. Broad, B. (2000). Pulling your hair out: Crises of standardization in communal writing assessment. Research in the Teaching of English, 35, 213–260.
11. Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge, Eng.: Cambridge University Press.Politeness: Some universals in language usage.
12. Chouliariki, L., & Fairclough, N. (1999). Discourse in late modernity. Edinburgh: Edinburgh University Press.Discourse in late modernity.
13. Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Paris: IAU Press.Creating entrepreneurial universities: Organizational pathways of transformation.
14. Cronbach, L. (1989). Construct validation after thirty years. In R. Linn (Ed.), Intelligence: Measurement, theory, and public policy: Proceedings of a symposium in honor of Lloyd G. Humphreys (pp. 146–171). Urbana: University of Illinois Press.Construct validation after thirty years. Intelligence: Measurement, theory, and public policy: Proceedings of a symposium in honor of Lloyd G. Humphreys, 146–171.
15. Crooks, T., & Kane, M. (1996). Threats to the valid use of assessments: Assessment in education. Principles, Policy and Practice, 3, 265–286.Threats to the valid use of assessments: Assessment in education. Principles, Policy and Practice 3:265–286.
16. Ensor, P. (2002). Curriculum. In N. Cloete, R. Fehnel, P. Maaseen, T. Moja, H. Perold, & T. Gibbon (Eds.), Transformation in higher education: Global pressures and local realities in South Africa (pp. 13–57). Landsdowne, South Africa: Juta Press.Curriculum. Transformation in higher education: Global pressures and local realities in South Africa, 13–57.
17. Flyvbjerg, B. (2001). Making social science matter: Why social science inquiry fails and how it can succeed again. Cambridge, Eng.: Cambridge University Press.Making social science matter: Why social science inquiry fails and how it can succeed again.
18. Fairclough, N. (1989). Language and power. London: Longman.Language and power.
19. Fairclough, N. (1992). Discourse and social change. Cambridge, Eng.: Polity Press.Discourse and social change.
20. Gipps, C. (1999). Socio-cultural aspects of assessment. Review of Research in Education/ AERA, 24, 355–392.
21. Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606–633.Professional vision. American Anthropologist 96:606–633.
22. Halliday, M. A. K., & Hasan, R. (1985). Language, context and texts: Aspects of language in a social-semiotic perspective. Geelong: Deakin University Press.Language, context and texts: Aspects of language in a social-semiotic perspective.
23. Henkel, M. (2000). Academic identities and policy change in higher education. London: Jessica Kingsley.Academic identities and policy change in higher education.
24. Huot, B. (1990). The literature of direct writing assessment: Major concerns and prevailing trends. Review of Educational Research, 60, 237–263.The literature of direct writing assessment: Major concerns and prevailing trends. Review of Educational Research 60:237–263.
25. Knight, P. (2002). Summative assessment in higher education: Practices in disarray. Studies in Higher Education, 27, 275–286.Summative assessment in higher education: Practices in disarray. Studies in Higher Education 27:275–286.
26. Kvale, S. (1993). Examinations reexamined: Certification of student or certification of knowledge? In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 217–240). Cambridge, Eng.: Cambridge University Press.Examinations reexamined: Certification of student or certification of knowledge? Understanding practice: Perspectives on activity and context, 217–240.
27. Linn, R .L., Baker, E. L., & Dunbar, S. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20, 15–21.Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher 20:15–21.
28. Moss, P. A. (1992). Shifting conceptions of validity in educational measurement: Implications for performance assessment. Review of Educational Research, 62, 229–258.Shifting conceptions of validity in educational measurement: Implications for performance assessment. Review of Educational Research 62:229–258.
29. Moss, P. A. (1994). Validity in high stakes writing assessment: Problems and possibilities. Assessing Writing, 1, 109–128.Validity in high stakes writing assessment: Problems and possibilities. Assessing Writing 1:109–128.
30. Moss, P. A. (1996). Enlarging the dialogue in educational measurement: Voices from interpretive research traditions. Educational Researcher, 25, 20–28.
31. Moss, P. A. (1998). Recovering a dialectical view of rationality. Social Indicators Research, 45, 55–67.Recovering a dialectical view of rationality. Social Indicators Research 45:55–67.
32. Moss, P. A., Pullin, D., Gee, J., & Haertel, E. (2002). The idea of testing: Expanding the foundations of educational assessment. Draft paper.The idea of testing: Expanding the foundations of educational assessment.
33. Moss, P. A., & Schutz, A. (2001). Educational standards, assessment, and the search for consensus. American Educational Research Journal, 38, 37–70.
34. Nitko, A. (2001). Educational assessment of students (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.Educational assessment of students.
35. Pearson, D., Vyas, S., Sensale, L., & Kim, Y. (2001). Making our way through the assessment and accountability maze: Where do we go now? Clearing House, 74, 175–182.Making our way through the assessment and accountability maze: Where do we go now? Clearing House 74:175–182.
36. Piper, D. W. (1994). Are professors professional? The organization of university examinations (Higher Education Policy Series, vol. 25). London: Jessica Kingsley.Are professors professional? The organization of university examinations.
37. Postone, M., LiPuma, E., & Calhoun, C. (1993). Introduction: Bourdieu and critical theory. In C. Calhoun, E. LiPuma, & M. Postone (Eds.), Bourdieu: Critical perspectives (pp. 1–13). Chicago: Chicago University Press.Introduction: Bourdieu and critical theory. Bourdieu: Critical perspectives, 1–13.
38. Rabinow, P. & Sullivan, W. (1987). The interpretive turn: A second look. In P. Rabinow & W. Sullivan (Eds.), Interpretive social science: A second look (pp. 3–30). Berkeley: University of California Press.The interpretive turn: A second look. Interpretive social science: A second look, 3–30.
39. Shay, S. B. (2003). The assessment of final year projects: A study in academic professional judgment. Unpublished doctoral dissertation, University of Cape Town.
40. Taylor, C. (1987). Interpretation and the sciences of man. In P. Rabinow & W. Sullivan (Eds.), Interpretive social science: A second look (pp. 33–81). Berkeley: University of California Press.Interpretation and the sciences of man. Interpretive social science: A second look, 33–81.