The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice.
This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and ac...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 38; no. 2; pp. 209 - 222 |
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| Format: | Article |
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Taylor & Francis Ltd
Apr2017
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| Online Access: | View this record in EBSCOhost |