Patchwork quilt or woven cloth? The student experience of coping with assessment across disciplines
研究了高学业成就的跨学科本科生如何应对不同学科的评估，发现他们感到隐形、学术无归属和不利，尽管成绩优异。
This paper explores assessment experiences of undergraduates studying across disciplines. Within a participatory research design, students as researchers were involved in data collection and interpretation. The student lens is brought to bear on the experiences of academically successful final-year students and their strategies for negotiating assessment across disciplinary departments. Findings highlight perceptions of invisibility, academic homelessness and disadvantage despite participants’ high academic achievement. These successful students viewed the divergent disciplinary approaches to assessment they encountered as legitimate but felt challenged and disadvantaged by their diversity. Findings are discussed within a framing of assessment practice as socially situated and embedded in the educational values and epistemologies of learning communities, thus problematising development of student assessment literacy across disciplinary communities. The paper concludes that it is neither feasible nor educationally valuable to iron out divergence but more intentional ways of revealing and sharing different epistemological positions in assessment practice could mitigate challenges.