G4 Doctoral dissertation (monograph)
Arviointi ja yliopisto-opetus kilpailevien diskurssien ja jännitteiden kenttinä : diskurssianalyysi yliopistossa opettavien puheesta (2021)
Assessment and university teaching as fields of competing discourses and tensions : a discourse analysis on university teachers' talk


Maunumäki, M. (2021). Arviointi ja yliopisto-opetus kilpailevien diskurssien ja jännitteiden kenttinä : diskurssianalyysi yliopistossa opettavien puheesta [Doctoral dissertation]. Jyväskylän yliopisto. JYU Dissertations, 392. http://urn.fi/URN:ISBN:978-951-39-8687-2


JYU authors or editors


Publication details

All authors or editors: Maunumäki, Minna

eISBN: 978-951-39-8687-2

Journal or series: JYU Dissertations

eISSN: 2489-9003

Publication year: 2021

Number in series: 392

Number of pages in the book: 223

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8687-2

Publication open access: Openly available

Publication channel open access: Open Access channel


Abstract

In this study I analysed the discursive construction of assessment and university teaching in a Finnish university context. The aim of this study is to understand assessment as a micro-level political and pedagogical phenomenon, while also taking a wider look at the macro-level university teaching contexts. Through them, I have attempted to discursively understand the multiplicity of assessment and university teaching within the educational policy framework, in which assessment, university teaching and the university are at an increasing rate being subjected to a variety of global education policy aspirations and expectations. The theoretical frame of this study is built on theories around assessment, university teaching, and social constructionism. I collected the data for this discourse analytical study by elite sampling and through individual interviews with university teachers (N=12). I analysed the data using methods of three-tier critical discourse analysis. As a result of the first research question, I was able to identify five discourses of assessment: the discourse of judging, competence discourse, the discourse of knowing better, the discourse of caring, and the discourse of growth. As a result to the second research question, I present three discursive tensions: the tension between research and teaching, the tension between performance and learning, and the tension between monologicality and dialogicality. The study showed that both assessment and university teaching were construed between different and diverse fields of discourses and tensions. Assessment and university teaching were politicized and neo-pedagogised. The neoliberal education policy was seen to bring external, undesired and fabricated features to the understandings of assessment, teaching and learning. The neoliberal university policy was challenged from inside the university by more traditional and educational discourses and tensions of assessment and university teaching.


Keywords: higher education (teaching); universities; teaching and instruction; evaluation; education policy; discourse analysis

Free keywords: assessment; education policy; university teaching; discourse analysis


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2021


Last updated on 2022-24-11 at 20:50