Outputs (5)

Tracing assessment policy discourses in neoliberalised higher education settings (2016)
Journal Article
Raaper, R. (2017). Tracing assessment policy discourses in neoliberalised higher education settings. Journal of Education Policy, 32(3), 322-339. https://doi.org/10.1080/02680939.2016.1257160

This article explores assessment policy in two European universities with different political, historical and social backgrounds: the University of Glasgow and Tallinn University. The University of Glasgow is a well-established Russell Group universi... Read More about Tracing assessment policy discourses in neoliberalised higher education settings.

Education and Political Theory: Prospects and Points of View (2016)
Book Chapter
Raaper, R., & Olssen, M. (2016). Education and Political Theory: Prospects and Points of View. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (1-5). Springer Verlag. https://doi.org/10.1007/978-981-287-532-7_251-1

Education, philosophy, and politics can be seen as the tripos in Western tradition, defining the canon and practices of political and educational institutions (Peters 2012). In the light of recent educational research, it could also be argued that th... Read More about Education and Political Theory: Prospects and Points of View.

Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach (2016)
Other
Raaper, R. (2016). Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach

I started my PhD studies in 2012 with a strong interest in student assessment in higher education. By exploring the scholarly field of assessment studies, however, I soon realized that assessment has been most often explored in relation to constructi... Read More about Discourse Analysis of Assessment Policies in Higher Education: a Foucauldian Approach.

Developing a Guiding Protocol for the Moderation of Summative Assessments (2016)
Journal Article
McGuire, W., & Raaper, R. (2016). Developing a Guiding Protocol for the Moderation of Summative Assessments. Journal of perspectives in applied academic practice, 4(1), 36-43. https://doi.org/10.14297/jpaap.v4i1.197

According to literature, assessment moderation is a process for assuring ‘valid, fair and reliable’ assessment outcomes but also consistency of applied marking criteria. While being an important area in assessment, moderation is often referred as an... Read More about Developing a Guiding Protocol for the Moderation of Summative Assessments.

Education and Political Theory: Prospects and Points of View (2016)
Book Chapter
Raaper, R., & Olssen, M. (2016). Education and Political Theory: Prospects and Points of View. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer. https://doi.org/10.1007/978-981-287-532-7_251-1