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.
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