Ecclestone, Kathryn and Gawn, Judith and Davies, Jennie and Derrick, Jay (2010) Transforming formative assessment in lifelong learning. Open University Press, Maidenhead. ISBN 9780335236541 (pbk.)Full text not available from this repository.
|Additional Information:||Despite the potential of formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood by teachers and policymakers. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment?|
|Controlled Keywords:||Post-compulsory educational institution (not HE) , Adult education institution , Adults , 17 - 18 , Literacy , Numeracy , Continuing professional development , Pedagogy|
|Divisions:||IOE Departments > Departments > Continuing and Professional Education
IOE Departments > Departments > Lifelong and Comparative Education
|Depositing User:||IOE Repository Editor (1)|
|Date Deposited:||11 Dec 2010 08:50|
|Last Modified:||29 Jan 2015 10:20|