Assessing Concept Possession as an Explicit and Social Practice

Alessia Marabini, Luca Moretti

Research output: Contribution to journalArticle

2 Citations (Scopus)
2 Downloads (Pure)

Abstract

We focus on issues of learning assessment from the point of view of an
investigation of philosophical elements in teaching. We contend that assessment
of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by
Robert Brandom’s inferentialism––the view that conceptual content largely
coincides with the inferential role of linguistic expressions used in public
discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess the possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests.
Original languageEnglish
Pages (from-to)801-816
Number of pages16
JournalJournal of Philosophy of Education
Volume51
Issue number4
Early online date20 Sep 2017
DOIs
Publication statusPublished - Nov 2017

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