Abstract

Abstract This article introduces a grounded theory of assessment in literary studies. Analysis of instructor interviews elucidates the cultural and dispositional influences that shape some instructors’ conscious decision not to teach or assess affective learning outcomes like empathy. The author urges literature instructors to engage critical inquiry of disciplinary assessment practices.

Journal
Pedagogy
Published
2023-01-01
DOI
10.1215/15314200-10082061
Open Access
Closed
Topics

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Cites in this index (2)

  1. Pedagogy
  2. Pedagogy
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