Tillson, John (2019) ASSESSMENT, TRUTH AND RELIGIOUS STUDIES. Studies in Philosophy and Education, 38 (2). pp. 195-210. ISSN 0039-3746
Preview |
Text
ASSESSMENT, TRUTH AND RELIGIOUS STUDIES.pdf - Accepted Version Download (480kB) | Preview |
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 and Social Sciences > School of Education |
| Depositing User: | John Tillson |
| Date Deposited: | 13 Jul 2018 08:21 |
| Last Modified: | 12 Nov 2024 11:25 |
| URI: | https://hira.hope.ac.uk/id/eprint/2572 |
Actions (login required)
 |
View Item |
Altmetric
Altmetric
