Improving teachers’ formative assessment

Researchers: Professor Kathryn Ecclestone

Project overview


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.

Team


  • Professor Kathryn Ecclestone
    Oxford Brookes University

  • Director, Education
    Nuffield Foundation

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We aim to improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

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