The neglected situation: Assessment performance and interaction in context

Maddox, Bryan (2015) The neglected situation: Assessment performance and interaction in context. Assessment in Education: Principles, Policy and Practice, 22 (4). pp. 427-443. ISSN 1465-329X

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Abstract

Informed by Goffman’s influential essay on ‘The neglected situation’ this paper examines the contextual and interactive dimensions of performance in large-scale educational assessments. The paper applies Goffman’s participation framework and associated theory in linguistic anthropology to examine how testing situations are framed and enacted as social occasions. It considers assessment as a shared focus of social activity, located in time and space, involving an assemblage of artefacts and actors. The paper presents ethnographic examples of adult literacy and numeracy assessment in Mongolia. The first part provides ethnographic description of a testing situation. The second part looks in detail at how linguistic interaction influences assessment performance.

Item Type:	Article
Uncontrolled Keywords:	goffman,ethnography,assessment,nteraction,talk,mongolia,sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Faculty \ School:	Faculty of Social Sciences > School of Global Development (formerly School of International Development)
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Literacy and Development Group
Depositing User:	Pure Connector
Date Deposited:	23 Oct 2015 15:02
Last Modified:	27 Jan 2024 02:27
URI:	https://ueaeprints.uea.ac.uk/id/eprint/54806
DOI:	10.1080/0969594X.2015.1026246

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