Overview
""Formative Assessment in Lifelong Learning: Learner Autonomy in a Risk Society"" looks at how different assessment practices affect learner autonomy in post-compulsory education. Education policy has emphasized inclusiveness and autonomy for learners - a goal which relies upon extending the use of outcome based assessment (OBA) across further, adult and higher education. While OBA democratizes the assessment process, making teachers and institutions more accountable to learners and encouraging partnerships between teachers and learners, there are social, practical and epistemological barriers to its implementation. Kathryn Ecclestone addresses these barriers in order to increase practical and theoretical understanding of the impact of assessment practice upon learner autonomy.
Full Product Details
Author: Kathryn Ecclestone (University of Nottingham, UK)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Dimensions:
Width: 15.60cm
, Height: 1.90cm
, Length: 23.40cm
Weight: 0.453kg
ISBN: 9780415247405
ISBN 10: 0415247403
Pages: 232
Publication Date: 21 February 2002
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
"'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"
'Anyone who has ever 'delivered' General National Vocational Qualifications will appreciate this book.' - Patrick Ainley, The Lecturer<br><br>'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
Author Information
Kathryn Ecclestone is lecturer in post-compulsory education at the University of Newcastle
