Transforming Formative Assessment in Lifelong Learning

ISBN-13: 9780335236541 / Angielski / Miękka / 2010 / 248 str.

Kathryn Ecclestone

Opis

Get the most out of testing for your students

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. "Transforming Formative Assessment in Lifelong Learning" combines theory, research and practical insights to demonstrate how you can enhance your 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 you can change your assessment practice, despite the pressures in your 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?

Spis treści

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