Decolonising Formative Assessment

Abstract

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.

Citation

Crossouard, B. and Oprandi, P. (2022), "Decolonising Formative Assessment", Huisman, J. and Tight, M. (Ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 8), Emerald Publishing Limited, Leeds, pp. 181-196. https://doi.org/10.1108/S2056-375220220000008010