This three-year project aimed to produce new insights and evidence about how changes to teachers’ assessment practice in post-14 and post-compulsory education affect young people’s and adults’ motivation, autonomy and achievement in programmes for basic skills, citizenship and personal education, and vocational education.
The project combined questionnaires, interviews and an intensive programme of problem-based development projects in order to evaluate whether principles of formative assessment developed by the Assessment Reform Group for the school sector need to be translated in specific ways for other contexts.
A combination of approaches, a partnership between the applicants, the National Research Centre for Adult Literacy and Numeracy, enabled the project to work with a range of organisations to present findings that highlight links between assessment, autonomy and motivation in different contexts and the factors that help and hinder change to teachers’ assessment practice.
- Transforming formative assessment in lifelong learning. Open University Press.https://www.mheducation.co.uk/transforming-formative-assessment-in-lifelong-learning-9780335236541-emea-group03 July 05
- 'Straitjacket' or 'springboard for sustainable learning'? The implications of formative assessment practices in vocational learning cultures'. Curriculum Journal.DaviesEcclestoneCurriculumJournal2008.pdf175.14KB 01 June 08
- Professor Kathryn EcclestoneOxford Brookes University
- Director, EducationNuffield Foundation