Challenging Formative Assessment: Disciplinary Spaces and Identities

Pryor, John and Crossouard, Barbara (2010) Challenging Formative Assessment: Disciplinary Spaces and Identities. Assessment and Evaluation in Higher Education, 35 (3). pp. 265-276. ISSN 0260-2938

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Abstract

What if knowledge is an active engagement between the knowing subject and what is known a kind of doing (Gill 1993, 68)? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as encompassing a disciplinary meta-discourse within the context of teaching as response. We draw on data from a postgraduate context to illustrate how the identities of teachers and learners may be brought into play. Formative assessment is seen to involve movement across a concreteproceduralreflective discursiveexistential continuum, and between the convergent and divergent. We suggest that by asserting the centrality of disciplinary knowledge and identities, the frameworks presented may be used heuristically to entice academics into thinking more specifically and organically about pedagogies which are more appropriate to the changing nature of twenty-first-century higher education.

Item Type: Article
Additional Information: 4th Biennial Conference on Challenging Assessment, Berlin, GERMANY, 2009
Keywords: formative assessment, higher education pedagogy, identity, disciplinary knowledge
Schools and Departments: School of Education and Social Work > Education
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Depositing User: John Pryor
Date Deposited: 06 Feb 2012 18:15
Last Modified: 30 Jul 2012 10:17
URI: http://sro.sussex.ac.uk/id/eprint/15438
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