‘We kind of try to merge our own experience with the objectivity of the criteria’: The role of connoisseurship and tacit practice in undergraduate fine art assessment

This article explores connoisseurship in the context of fine art undergraduate assessment practice. I interviewed twelve fine art lecturers in order to explore and unpack the concept of connoisseurship in relation to subjectivity, objectivity and tacit practice. Building on the work of Bourdieu (1973, 1977, 1986) and Shay (2003, 2005), both of whom problematize the view that subjectivity and objectivity are binary opposites, my research illustrates the ways that connoisseurship is underpinned by informed professional judgements located in communities of practice. Within this particular conception of connoisseurship, the lecturers’ expertise is co-constituted in communities of assessors through participation and engagement. Standards reside in communities of practice

Взаємозв’язок великих кондратьєвських циклів розвитку економіки і системних світових конфліктів

Однією з найважливіших проблем, що постала перед сучасною наукою у зв’язку із стрімким розгортанням глобальної економічної кризи, загостренням світових конфліктів, є вироблення науково обґрунтованих «метричних» експрес прогнозів розвитку суспільства на ближчу і далеку перспективу

Development of a portfolio of learning for postgraduate family medicine training in South Africa: a Delphi study

<p>Abstract</p> <p>Background</p> <p>Within the 52 health districts in South Africa, the family physician is seen as the clinical leader within a multi-professional district health team. Family physicians must be competent to meet 90% of the health needs of the communities in their districts. The eight university departments of Family Medicine have identified five unit standards, broken down into 85 training outcomes, for postgraduate training. The family medicine registrar must prove at the end of training that all the required training outcomes have been attained. District health managers must be assured that the family physician is competent to deliver the expected service. The Colleges of Medicine of South Africa (CMSA) require a portfolio to be submitted as part of the uniform assessment of all registrars applying to write the national fellowship examinations. This study aimed to achieve a consensus on the contents and principles of the first national portfolio for use in family medicine training in South Africa.</p> <p>Methods</p> <p>A workshop held at the WONCA Africa Regional Conference in 2009 explored the purpose and broad contents of the portfolio. The 85 training outcomes, ideas from the WONCA workshop, the literature, and existing portfolios in the various universities were used to develop a questionnaire that was tested for content validity by a panel of 31 experts in family medicine in South Africa, via the Delphi technique in four rounds. Eighty five content items (national learning outcomes) and 27 principles were tested. Consensus was defined as 70% agreement. For those items that the panel thought should be included, they were also asked how to provide evidence for the specific item in the portfolio, and how to assess that evidence.</p> <p>Results</p> <p>Consensus was reached on 61 of the 85 national learning outcomes. The panel recommended that 50 be assessed by the portfolio and 11 should not be. No consensus could be reached on the remaining 24 outcomes and these were also omitted from the portfolio. The panel recommended that various types of evidence be included in the portfolio. The panel supported 26 of the 27 principles, but could not reach consensus on whether the portfolio should reflect on the relationship between the supervisor and registrar.</p> <p>Conclusion</p> <p>A portfolio was developed and distributed to the eight departments of Family Medicine in South Africa, and the CMSA, to be further tested in implementation.</p

Causal inferences with large scale assessment data: using a validity framework

Abstract To answer the calls for stronger evidence by the policy community, educational researchers and their associated organizations increasingly demand more studies that can yield causal inferences. International large scale assessments (ILSAs) have been targeted as a rich data sources for causal research. It is in this context that we take up a discussion around causal inferences and ILSAs. Although these rich, carefully developed studies have much to offer in terms of understanding educational systems, we argue that the conditions for making strong causal inferences are rarely met. To develop our argument we first discuss, in general, the nature of causal inferences and then suggest and apply a validity framework to evaluate the tenability of claims made in two well-cited studies. The cited studies exemplify interesting design features and advances in methods of data analysis and certainly contribute to the knowledge base in educational research; however, methodological shortcomings, some of which are unavoidable even in the best of circumstances, urge a more cautious interpretation than that of strict “cause and effect.” We then discuss how findings from causal-focused research may not provide answers to the often broad questions posed by the policy community. We conclude with examples of the importance of the validity framework for the ILSA research community and a suggestion of what should be included in studies that wish to employ quasi-experimental methods with ILSA data