Description
Book SynopsisDespite 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 h
Table of Contents
IntroductionSection 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
