Abstract

This conceptual paper has two purposes: firstly, to demonstrate the importance and functions of metaphors and dichotomy and their interconnectivity - this provides theoretical underpinning for the paper. Secondly, to highlight causes for concern about how the discourses of assessment are shaped by some enduring metaphors. The metaphors are linked to the dichotomy between summative and formative assessment. This dichotomy, in addition to the metaphors of summative assessment as a ‘disease’ and a ‘Frankenstein’s monster’, is one negative factor influencing assessment theory and practice. This paper provides an important focus on some conceptual issues in assessment. The problems discussed can be reconciled by focusing on assessment processes and feedback.