4th Reflection: Assessment and ‘self’
I decided to read the Barrow’s article on Assessment and Student Transformation (2006) as the research was informed by Foucault’s philosophical approach to power and knowledge.
The paper uses a framework based on Foucault’s later studies where he examines the relationship of the ‘self to itself in a study he labels ethics…the practice of confession is at the heart of this ethical study’ Barrow, (2006, pp. 359). Barrow extrapolates this concept of the confessional to a discussion on the ‘technologies of the self’ (2006, pp.359) and suggests that the self is formed through a series of social and intellectual exchanges with ourselves and others. In the context of education on going critical reflections on who we are and what we do and why, inform our ‘educated self’ (2006, pp.359).
Barrow wanted to analysis assessment based on an assumption that assessment it’s self can be seen as a technology of the self (2006, pp.361) For the purposes of this study students from 2 different courses, Business, leading to a career in accounting and Arts & design, through in-depth interviews were asked to reflect on how they thought about their assessment and what they learned from it.
My very superficial analyse when reading the paper indicates that Barrow is suggesting that the assessment methods that the Art & Design students experienced based on more exploration of process, formative assessment, experiment, reflective journals gave more space and opportunity for these students to explore and improve themselves as well as their work. More opportunity to confess his or herself to the lecturer and in the process become more self-knowing. Barrow, (2006, pp. 365). The business students reported that their assessment method was much more focussed on learning the information and skills needed to succeed in exams and in the workplace. Assessment that teaches them to do a certain job in a certain way rather than develop their intellectual self through a process of self-examination and self-reflection Barrow, (2006, pp.367). The paper was interesting and offered insights into how students on different courses experience assessment but there was too much reliance on binary explanations. This assessment method good for helping to develop a sense of self. This one not so good. Not enough emphasis on the power dynamics at play when students were confessing all. Little consideration of how some students might develop a very negative sense of self, being asked to self-examine what they do, and why they do not do things differently. In Higher Education creativity is not always given free rein. Students are still assessed according to a set of institutional standards that evaluates what is normal or deviant according to the norms of the discipline Barrow, (2006, pp.366).
Reference
Barrow, M. (2006) Assessment and student transformation: linking character and intellect. Available at https://doi.org/10.1080/03075070600680869 (Accessed February 2025)