1st Edition
Learning Autonomy in Post-16 Education The Policy and Practice of Formative Assessment
By Kathryn Ecclestone
Copyright 2002
232 Pages
by
Routledge
232 Pages
by
Routledge
232 Pages
by
Routledge
Also available as eBook on:
This book makes an important contribution to understanding the political, social and educational impact of assessment. Using a multi-layered approach, it offers a fascinating case study of how post-16 assessment systems are designed and debated inside policy making processes. This case study highlights the broader tensions at the heart of assessment policy. The book also explores the complex... Read more
Introduction 1. Learning in a risk society: empowerment, care or control? 2. Theorising autonomy, motivation and formative assessment 2. Constructing GNVQ assessment policy 4. Changing FE Colleges 5. Getting through: motivation in GNVQs 6., Doing it their way: autonomy in GNVQs 7. Biting the bullets: formative assessment in GNVQs 8. Risking motivation and autonomy in lifelong learning
Biography
Kathryn Ecclestone is lecturer in post-compulsory education at the University of Newcastle
'Anyone who has ever 'delivered' General National Vocational Qualifications will appreciate this book.' - Patrick Ainley, The Lecturer
'The title doesn't convey the breadth and importance of a book that should be read by all present and intending FE teachers and managers, those in HE who study or train teachers for the post-school sector and the architects of the emerging 14-19 phase ... Ecclestone has given us a study of the context, nature and experiences of the "intractable problems [that] beset assessment systems"; it is vital reading for anyone facing the challenge of raising learners' achievement and motivation at the same time.' - John Roberts, Escalate
