22 Crossouard Oprandi Decol FA[100].pdf (108.9 kB)
Decolonising formative assessment
Formative assessment is of critical concern within higher education, particularly as ‘feedback’ remains a recurring source of student dissatisfaction. In contemporary times, the need to decolonise higher education emerged first in post-colonial contexts of the global south, before becoming a more general debate in contexts which historically were at the heart of empire. Literatures on formative assessment and decolonisation have, however, remained discrete and disconnected. This chapter first makes the connection between decolonisation and assessment, highlighting the need to question dominant (modern) understandings of assessment as ‘objective’ measurement. It then suggests potentially helpful strands in assessment and wider literature to re-imagine formative assessment practices that might support decolonisation agendas, discussing this with reference to the authors' previous research. It closes by suggesting some modest ways forward that more openly acknowledge the problematics of assessment as a social practice, as well as the need for further research.
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Publication status
- Published
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- Accepted version
Publisher
EmeraldVolume
8Page range
181-196Pages
196.0Book title
Theory and Method in Higher Education ResearchPlace of publication
LondonISBN
9781804553848Department affiliated with
- Education Publications
Full text available
- Yes
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- Yes
Legacy Posted Date
2022-11-29First Open Access (FOA) Date
2022-11-29First Compliant Deposit (FCD) Date
2022-11-29Usage metrics
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