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<p>Using a&#xa0;recognition-theoretical concept of performance, this article examines the phases of teaching, testing, and assessment as trans-situational forms of university instruction and evaluation. It documents the evocation of each respective phase through temporal anticipations and retrospections, analyzes their situational enactment, and explores their social conditionality within local constellations. At the core is the transformation of students’ activities and actions across time, individuals, and spaces into individually attributable performances—through legitimizing or delegitimizing speech acts in teaching, written exam tasks, exam formats, and the evaluation of oral or written work or participation. The attributed and constructed performance emerges from collaborative chains of evaluation that are socially ratified and secured.</p>

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Im Maschinenraum der Differenzierung

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月15日

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  • Herbert Kalthoff,
  • Fabian Kölsch

摘要

Using a recognition-theoretical concept of performance, this article examines the phases of teaching, testing, and assessment as trans-situational forms of university instruction and evaluation. It documents the evocation of each respective phase through temporal anticipations and retrospections, analyzes their situational enactment, and explores their social conditionality within local constellations. At the core is the transformation of students’ activities and actions across time, individuals, and spaces into individually attributable performances—through legitimizing or delegitimizing speech acts in teaching, written exam tasks, exam formats, and the evaluation of oral or written work or participation. The attributed and constructed performance emerges from collaborative chains of evaluation that are socially ratified and secured.