Undergraduates' assessment enculturation in the neoliberal university: an anthropological study.
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| Title: | Undergraduates' assessment enculturation in the neoliberal university: an anthropological study. |
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| Authors: | Valizadeh, Mohammadreza (AUTHOR) |
| Source: | Studies in Higher Education. Aug2025, Vol. 50 Issue 8, p1835-1847. 13p. |
| Subjects: | Undergraduates, Socialization, Education methodology, Indoctrination, Academic achievement, Student engagement |
| Abstract: | It is inevitable that universities focus on market-oriented approaches to learning and assessment in a neoliberal society because such approaches plausibly guarantee a job for students in the higher education market. This has led to the neoliberalization of assessment and, as a result, the promotion of students' grade orientation. This issue is likely to negate the raison d'être of assessment, that is, improving student learning. Accordingly, this study aimed to explore undergraduates' assessment enculturation or socialization in an Iranian neoliberal university. The findings from focus group interviews with both students and teachers showed that, generally, teachers' 'submission' and 'resistance' to the neoliberal assessment culture play a significant role in shaping students' assessment beliefs and values. Furthermore, it was found that students enter the university with a learned culture and, therefore, as culture-learners, are ready to either change their assessment belief system or reinforce what they have enculturated into. This research offers some suggestions concerning students' grading and learning enculturation in the neoliberal university. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | It is inevitable that universities focus on market-oriented approaches to learning and assessment in a neoliberal society because such approaches plausibly guarantee a job for students in the higher education market. This has led to the neoliberalization of assessment and, as a result, the promotion of students' grade orientation. This issue is likely to negate the raison d'être of assessment, that is, improving student learning. Accordingly, this study aimed to explore undergraduates' assessment enculturation or socialization in an Iranian neoliberal university. The findings from focus group interviews with both students and teachers showed that, generally, teachers' 'submission' and 'resistance' to the neoliberal assessment culture play a significant role in shaping students' assessment beliefs and values. Furthermore, it was found that students enter the university with a learned culture and, therefore, as culture-learners, are ready to either change their assessment belief system or reinforce what they have enculturated into. This research offers some suggestions concerning students' grading and learning enculturation in the neoliberal university. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2025.2487220 |
