Going global with assessment: what to do when the dominant culture's literacy drives assessment

MacKinnon, Dolly and Manathunga, Catherine (2003) Going global with assessment: what to do when the dominant culture's literacy drives assessment. Higher Education Research & Development, 22 2: 131-144. doi:10.1080/07294360304110

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Author MacKinnon, Dolly
Manathunga, Catherine
Title Going global with assessment: what to do when the dominant culture's literacy drives assessment
Journal name Higher Education Research & Development   Check publisher's open access policy
ISBN 0729-4360: 1469-8366
Publication date 2003-07
Sub-type Article (original research)
DOI 10.1080/07294360304110
Volume 22
Issue 2
Start page 131
End page 144
Total pages 14
Editor Margot Pearson
Linda Hort
Place of publication Hants, United Kingdom
Publisher Carfax Publishing
Collection year 2003
Language eng
Subject C1
339999 Other Education
740301 Higher education
Abstract This article explores how the dominant cultural literacy in a western context relies on a western template of knowledge that can inhibit internationalisation of the curricula unless it is identified, transformed, and broadened to become interculturally responsive. As Brian Street has said "literacies may be sites of negotiation and transform ation" (1994, p. 99). Drawing on the findings of an innovative website, Worldmarks , developed at Queensland University of Technology, as well as qualitative interviews with international students and staff, this article addresses the serious implications of assessment driven by the dominant culture's literacy. We identify how and why assessment driven by responsive cultural literacy enables all students to develop comprehensive intercultural communication skills and understandings as part of their lifelong learning in Australian universities.
Q-Index Code C1

 
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Created: Wed, 15 Aug 2007, 02:27:10 EST