Abstract
This paper examines formative assessment as transformative border pedagogy in South African Business Studies classrooms. Using Giroux's border pedagogy theory as a framework, the study investigates the gap between teachers' understanding of formative assessment and their classroom implementation practices. Data was collected through document analysis of learners' workbooks and semi-structured interviews with eight Grade 10 Business Studies teachers. Findings reveal that while teachers recognize formative assessment's potential for identifying learning gaps and providing feedback, they primarily approach it as an administrative requirement rather than a pedagogical opportunity. Teachers face significant implementation challenges including time constraints, administrative burdens, and perceived student disengagement. Most notably, teachers predominantly adopt transmission-oriented approaches to assessment rather than creating spaces for dialogic learning and critical engagement as envisioned in border pedagogy. The study concludes that reconceptualizing formative assessment through the lens of border pedagogy can transform Business Studies education by fostering student agency, critical thinking, and meaningful engagement with business concepts. Recommendations include targeted professional development that bridges theoretical understanding with practical implementation strategies specific to the Business Studies curriculum context.