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Learning Autonomy in Post-16 Education: The Policy and Practice of Formative Assessment [Kõva köide]

(University of Nottingham, UK)
  • Formaat: Hardback, 232 pages, kõrgus x laius: 234x156 mm, kaal: 453 g, 6 Tables, black and white
  • Ilmumisaeg: 21-Feb-2002
  • Kirjastus: Routledge
  • ISBN-10: 0415247403
  • ISBN-13: 9780415247405
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Learning Autonomy in Post-16 Education: The Policy and Practice of Formative AssessmentSuurem pilt
  • Formaat: Hardback, 232 pages, kõrgus x laius: 234x156 mm, kaal: 453 g, 6 Tables, black and white
  • Ilmumisaeg: 21-Feb-2002
  • Kirjastus: Routledge
  • ISBN-10: 0415247403
  • ISBN-13: 9780415247405
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415247405.html
Märksõnad:
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 factors that affect how teachers and students use formative assessment to achieve higher standards of educational attainment and more autonomous learning.
Learning Autonomy in Post-16 Education is a comprehensive and authoritative account of policy and practice in post-16 assessment. The book weaves together new theoretical frameworks with evidence from empirical research to offer a detailed picture of the diverse factors affecting the quality of formative assessment in further education.
The book will be of particular interest to teachers and practitioners across the post-16 sector on postgraduate and in-service professional development courses. It will also be of interest to researchers, inspectors and qualification designers.

Arvustused

'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

Acknowledgements ix
List of abbreviations
xi
Introduction 1(1)
New forms of assessment
2(2)
A need for research
4(1)
A need for multiple perspectives
5(5)
The structure of the book
10(2)
Summary
12(3)
Learning in a risk society: empowerment, care or control?
15(13)
Introduction
15(1)
Rationales for lifelong learning
16(4)
A new ideology of `risk'
20(7)
Summary
27(1)
Theorising autonomy, motivation and formative assessment
28(18)
Introduction
28(1)
A theoretical framework
29(11)
Behaviourist and constructivist theories of formative assessment
40(4)
Summary
44(2)
Constructing GNVQ assessment policy
46(36)
Introduction
46(2)
Autonomy and motivation in GNVQs
48(5)
Constructions of autonomy and motivation inside policy
53(16)
Slipping over `standards'
69(7)
Avenues of influence
76(5)
Summary
81(1)
Changing FE colleges
82(25)
Introduction
82(1)
New kids on the YOP: themes of autonomy in vocational education
83(11)
Political intervention in the vocational curriculum
94(4)
Upheaval and the rise of `performativity'
98(4)
The two fieldwork colleges and samples
102(4)
Summary
106(1)
Getting through: motivation in GNVQs
107(24)
Introduction
107(1)
Aims and goals
108(11)
Actions to sustain motivation
119(4)
Limits to motivation
123(4)
The highest achieving students
127(2)
Summary
129(2)
Doing it their way: autonomy in GNVQs
131(17)
Introduction
131(1)
Images of autonomy
132(9)
Constraints on autonomy
141(5)
Summary
146(2)
Biting the bullets: formative assessment in GNVQs
148(21)
Introduction
148(1)
Images of assessment
149(3)
Working in a `comfort zone'
152(6)
New forms of professionalism
158(6)
Shifting values
164(4)
Summary
168(1)
Risking motivation and autonomy in lifelong learning
169(16)
Introduction
169(1)
Creating `assessment regimes' and `assessment careers'
170(3)
Influencing assessment policy
173(3)
Improving formative assessment in FE colleges
176(3)
Preparing young people for a risky life
179(6)
Appendices 185(10)
Notes 195(3)
References 198(15)
Author index 213(2)
Subject index 215
Kathryn Ecclestone is lecturer in post-compulsory education at the University of Newcastle