ASSESSMENT, TRUTH AND RELIGIOUS STUDIES

Tillson, John (2019) ASSESSMENT, TRUTH AND RELIGIOUS STUDIES. Studies in Philosophy and Education, 38 (2). pp. 195-210. ISSN 0039-3746 (Accepted for Publication)

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Official URL: https://link.springer.com/article/10.1007/s11217-0...

Abstract

This paper addresses the question of what should determine whether students' answers to closed questions are marked as correct or incorrect in the context of formal religious education, and when answers to open ended questions should be given more or less credit. Drawing on insights from Craig Bourne, Emily Caddick Bourne and Clare Jarmy, I argue that a combination of judged truth, and a range of well-argued cases about what ought to be believed given certain premises should constrain these assessment practices. Furthermore, I argue that if we cannot find any coherent, non-arbitrary account of how judgements of correctness and merit are in fact being made in the context of formal religious education, then this tells more against current practice's inconsistency and arbitrariness than against these constraints on how judgements of correctness and merit should be made.

Item Type: Article
Additional Information and Comments: This is an Accepted Manuscript of an article which will is published by Springer in Studies in Philosophy and Education, on the 17th July 2018. The final publication is available online at : https://link.springer.com/article/10.1007/s11217-018-9623-6/11217.
Faculty / Department: Faculty of Education > Education Studies
Depositing User: John Tillson
Date Deposited: 13 Jul 2018 08:21
Last Modified: 01 Apr 2019 12:24
URI: http://hira.hope.ac.uk/id/eprint/2572

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