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Synopsis
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?
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About the Author
Kathryn Ecclestone is a professor of education and social inclusion at the University of Birmingham, United Kingdom.
"About this title" may belong to another edition of this title.
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Transforming Formative Assessment in Lifelong Learning
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Transforming Formative Assessment in Lifelong Learning
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Transforming Formative Assessment in Lifelong Learning
Published by
McGraw-Hill Education, 2010
ISBN 10: 0335236545
ISBN 13: 9780335236541
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Transforming Formative Assessment in Lifelong Learning
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Transforming Formative Assessment in Lifelong Learning (Paperback)
Published by
Open University Press, Milton Keynes, 2010
ISBN 10: 0335236545
ISBN 13: 9780335236541
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Paperback. Condition: new. Paperback. 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. Through a series of case studies, the book highlights how factors in one learning context can conspire to make feedback and other forms of formative assessment highly instrumental, whilst in others this can be a springboard to deep and meaningful learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780335236541
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Transforming Formative Assessment In Lifelong Learning
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