This paper examines metaphors and analogies of assessment in the literature. Language in general and metaphor in particular governs the way we think and how we perceive the world (Fairclough 1994): within education it is acknowledged that metaphors and analogies create theories and ideas, provides bridges to learning and new insights (Lakoff and Johnson 2002, Ortony 2002, Reddy 2002). Two separate empirical studies (McLellan 2001 and Taras 2007) show that understanding of assessment terminology and the links between them (which would form part of the theoretical coherence of assessment) of different groups of university lecturers is disparate and inharmonious; the latter signals that this may be linked to the lack of commonality and consistency in the theories of assessment. Theory is a critical and interactive element linking research and practice and it is crucial because it provides a coherence and cogency to our thinking and our activities. A well articulated theory will also be the most expedient to support practice. Consequently, a well developed theory is an important imperative and priority to support research and practice. By examining metaphors and analogies of assessment in the literature, this paper seeks to illuminate the characteristics within the metaphors which help build coherent theories or destroy them; how the metaphors are weighted ideologically and pedagogically so as to create expectations on our practice which may go against our epistemological beliefs, and finally, how we can mitigate the negative impact of certain metaphors by understanding their fields of influence. “It is also important to realize that one can, in principle, look at any theoretical approach and question its metaphors.” (Petri and Oshlag 2002 p.581, Sfard 1998) This paper will question metaphors and analogies of assessment, their entailments (i.e. the implications for action inherent in the metaphors), and their usefulness to support learners and learning.

This paper uses documentary and conceptual analysis (Tight 2004) of some important assessment literature to analyse the metaphors used and to see how conceptual links both within and between metaphors build up a theoretical basis for our thinking and beliefs about assessment: for example, in the ‘Assessment for Learning’ paradigm which is increasingly being disseminated world-wide (Stobart 2008, Black and Wiliam 2006). Metaphors and analogies can be classified as ‘theory-constitutive metaphors’, or ‘bridges to learning’, they can be original or creative through recategorisation (Petri and Oshlag 2002 p.581, Lakoff and Johnson 2002). How metaphors and analogies of assessment relate to these classifications will be of interest because they are linked to different potential educational roles and constraints

Expected outcomes are that the different metaphors of assessment will reveal anomalies and also reflect the anomalies which exist in practice. Understanding these will be an essential starting point to being able to control the impact and development of the metaphorical entailments. Recategorising can restrict negative connotations and impact and it is yet to be seen to what degree this can be achieved within the assessment context. It can also show the choices which are open to us. By illuminating our understanding of assessment metaphors; the implications of these metaphors for tutors, learners and other educators, we can hope to manipulate metaphors rather than be manipulated by them.