Transforming Formative Assessment in Post-Compulsory Education

Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique 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? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.

Table of Contents:
Introduction Section One All Change: Pedagogy And Assessment In Lifelong Learning What Formative Assessment Is, And What It Is Not Learning And Assessment Cultures In Lifelong Learning Section Two Questioning And Embedded In Teaching: Resisting Instrumentalism In AVCE Science Coaching To The Grade In 14-19 Vocational Education Assessing Young People In e2e Programmes Self-Assessment And Feedback In BTEC National Diploma Public Services Reviews Of Progress And Individual Learning Plans In Adult Literacy And Numeracy Classes Self And Peer Assessment In Part-Time ESOL Classes Section Three Changing Teachers' Assessment Practices: The Prognosis For Professional Development Transforming Formative Assessment

About the Author :
Kathryn Ecclestone is Professor of Education and Social Inclusion at the University of Birmingham, UK.