Learning Autonomy in Post-16 Education: The Policy and Practice of Formative Assessment

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Kathryn Ecclestone (University of Nottingham, UK)

Learning Autonomy in Post-16 Education

The Policy and Practice of Formative Assessment

Kathryn Ecclestone (University of Nottingham, UK)

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English

Routledge
21 February 2002

Educational strategies & policy; Teacher assessment; Adult education, continuous learning

""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.

By: Kathryn Ecclestone (University of Nottingham UK)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 19mm
Weight: 453g
ISBN: 9780415247405
ISBN 10: 0415247403
Pages: 232
Publication Date: 21 February 2002
Audience: College/higher education , Professional and scholarly , Professional & Vocational , Primary , Undergraduate
Format: Hardback
Publisher's Status: Active

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

Kathryn Ecclestone is lecturer in post-compulsory education at the University of Newcastle

Reviews for Learning Autonomy in Post-16 Education: The Policy and Practice of Formative Assessment

"'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"