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Evaluating the ‘spirit’ and ‘letter’ of formative assessment in the learning cultures of part‐time adult literacy and numeracy classes

Derrick, Jay and Gawn, Judith and Ecclestone, Kathryn (2008) Evaluating the ‘spirit’ and ‘letter’ of formative assessment in the learning cultures of part‐time adult literacy and numeracy classes. Research in Post-Compulsory Education, 13 (2). pp. 173-184. ISSN 1359-6748. DOI 10.1080/13596740802141295

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Abstract

Research and development on formative assessment has paid little attention to part‐time adult basic education in informal community‐based settings. A three‐year project funded by the Nuffield Foundation, the National Research Development Centre for Adult Literacy and Numeracy, and the Quality Improvement Agency addresses that gap in vocational and adult basic education. It explored factors that help and hinder change to teachers’ formative assessment practices, and the ways in which different ‘learning cultures’ affect different approaches to formative assessment. The project used a problem‐based approach to professional development that rejects simple, top‐down ‘recipes’ and guidance for ‘best practice’. This paper evaluates critically the effects of the ‘learning culture’ on whether teachers’ formative assessment practices were in the ‘spirit’ or ‘letter’ of assessment for learning in adult literacy and numeracy classes, drawing on interview and observation data from six classes in two very different organisations.

Item Type: Article
Additional Information: Analyses pedagogical approaches observed in 6 adult basic education classes, using 'Problem-based methodology'. First article on formative assessment in ABE provision. Featured in 'Inside Evidence', (p11, August 2009 LSC), which highlights evidence about effective practice for practitioners in the Learning and Skills Sector.
Controlled Keywords: formative assessment, learning cultures, instrumentalism, sustainable learning, adult literacy, Adult numeracy
Depositing User: Atira Pure
Date Deposited: 03 Sep 2014 15:55
Last Modified: 07 Aug 2015 23:02
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