Abstract
The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ‘theory’ out of hand as belonging to the world of the ‘academic’, abstracted from the ‘realities’ of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation of theory from practice, the paper takes up the call to consider the entanglement of theory with practice, or how theory matters. It takes formative assessment as a particularly fertile case for this discussion. Formative assessment has been considerably developed in schooling across different national education systems. Its aspiration is for assessment to support learning, rather than only to credentialise learning. Having first emerged as a concept when behaviourism held sway, it has been considered through different theoretical lenses. Drawing upon empirical studies of classroom assessment practices, the paper draws out the different ‘mattering’ implicated in the different languages of assessment used by practitioners, raising questions about the practices this produced. The paper concludes by asking if formative assessment could become ‘educational’ in a more radical sense, if opportunities to focus on the contingencies and politics of our meaning-making were sometimes taken up more openly and dialogically with students, as opposed to formative assessment sitting in a instrumental relationship to a given curriculum.
Similar content being viewed by others
Notes
Some of our writing has also drawn upon a somewhat different take on CHAT to consider the power relations embedded within formative assessment [see for example Pryor and Crossouard (2008)].
Reference to Grant.
It might be argued that if formative assessment is the pedagogic enactment of Ranciere’s notion of the ‘partage du sensible’ then the partice of its divergent form represents the the means by which an ignorant teachers may educate a student (see Ranciere 2010).
References
Barad, K. M. (2007). Meeting the universe halfway. Durham: Duke University Press.
Barad, K. M. (2008). Posthumanist performativity: Toward an understanding of how matter comes to matter. In S. Alaimo & S. Hekman (Eds.), Material Feminisms (pp. 120–155). Bloomington: Indiana University Press.
Biesta, G., & Osberg, D. (2007). Beyond re/presentation: A case for updating the epistemology of schooling. Interchange, 38(1), 15–29.
Bingham, C., Biesta, G., & Rancière, J. (2010). Jacques Rancière: Education, truth, emancipation. London, New York: Continuum.
Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 81–100). London: Sage.
Carr, W. (2006). Education without theory. British Journal of Educational Studies, 54(2), 135–159.
Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition. Psychological and educational considerations (pp. 1–46). Cambridge: Cambridge University Press.
Crossouard, B. (2009). A sociocultural reflection on collaborative challenges and formative assessment in the States of Jersey. Research Papers in Education, 24(1), 77–93.
Crossouard, B. (2011). Supporting complex learning in conditions of social adversity: formative assessment in collaborative challenges. Assessment in Education: Principles, Policy and Practice, 18(1), 59–72.
Edwards, R. (2009). Materialising theory: does theory matter? Paper presented in Keynote Symposium on ‘The Theory Question in Education’ at the Annual Meeting of British Educational Research Association, University of Manchester, 2–6 September.
Elwood, J. (2006). Formative assessment: Possibilities, boundaries and limitations. Assessment in Education: Principles, Policy and Practice, 13(2), 215–232.
Flyvbjerg, B. (2001). Making social science matter. Why social enquiry fails and how it can succeed again. Cambridge: Cambridge University Press.
Foucault, M. (1970/2002). The order of things. An archaelogy of the human sciences. Abingdon: Routledge.
Foucault, M. (1978/1998). The will to knowledge. The history of sexuality: 1 (R. Hurley, Trans., original 1976). London, New York: Penguin.
Foucault, M. (1984). Truth and power. In P. Rabinow (Ed.), The foucault reader. London: Pantheon.
Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press.
Kant, E. (1992). An answer to the question: What is Enlightenment? In P. Waugh (Ed.), Postmodernism. A reader (pp. 89–98). Edward Arnold: London.
Osberg, D., & Biesta, G. (2007). The emergent curriculum: navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40(3), 313–328.
Pryor, J., & Crossouard, B. (2008). A socio-cultural theorisation of formative assessment. Oxford Review of Education, 34(1), 1–20.
Pryor, J., & Crossouard, B. (2009). Conceptualizing formative assessment in higher education – disciplinary spaces and identities. Paper presented at the ESRC Seminar Series: Reimagining the University. University of Sussex, 2 July 2009.
Pryor, J. & Crossouard, B. (2010). Challenging formative assessment - disciplinary spaces and identities. Assessment and Evaluation in Higher Education, 35(3), 265–276.
Rancière, J. (1999). Disagreement. Minneapolis and London: University of Minnesota Press.
Ranciere, J. (2010). On ignorant schoolmasters. In C. Bingham, G. Biesta, & J. Rancière (Eds.), Jacques Rancière: Education, truth, emancipation (pp. 1–25). London, New York: Continuum.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment and Evaluation in Higher Education, 34(2), 159–179.
Task Group on Assessment and Testing. (1987). A report. London: Department of Education and Science.
Taylor, C. (1995). Philosophical arguments. Cambridge, MA: Harvard University Press.
Thomas, G. (2007). Education and theory. Maidenhead: Open University Press.
Torrance, H. (1993). Formative assessment: Some theoretical problems and empirical questions. Cambridge Journal of Education, 23(3), 333–343.
Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy and Practice, 14(3), 281–294.
Torrance, H., & Pryor, J. (1998). Investigating formative assessment: Teaching, learning and assessment in the classroom. Buckingham, Open University Press.
Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615–631.
Toulmin, S. (1999). Knowledge as shared procedures. In Y. Engeström, R. Miettinen, & R.-L. Punamic (Eds.), Perspectives on activity theory (pp. 53–64). Cambridge: Cambridge University Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Young, M. (2008). ‘From constructivism to realism in the sociology of the curriculum’, what counts as knowledge in educational settings: Disciplinary knowledge, assessment, and curriculum. Review of Research in Education, 32(1).
Young, M. (2010). Alternative educational futures for a knowledge society. European Educational Research Journal, 9(1), 1–12.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Crossouard, B., Pryor, J. How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education. Stud Philos Educ 31, 251–263 (2012). https://doi.org/10.1007/s11217-012-9296-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11217-012-9296-5