Understanding assessment and qualifications in post-compulsory education and training : principles, politics and practice

Author(s)

Bibliographic Information

Understanding assessment and qualifications in post-compulsory education and training : principles, politics and practice

Kathryn Ecclestone

NIACE, c2005

2nd ed

Available at  / 1 libraries

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Note

Previous ed.: 2003

Description based on: Reprinted 2009

Includes bibliographical references and index

Description and Table of Contents

Description

There is growing evidence that assessment, when it is used effectively, can play a powerful and positive role in motivating learners and encouraging them to take control over their learning. Yet it can be a complex, confusing, and often controversial area which, rather than complementing learning, often detracts from it. In this new edition the author relates basic principles, purposes and practices of post-16 assessment to some of the broader developments in the qualification system within a political and theoretical context. Highlighting the main themes that make these processes problematic, she explores how to reach a balance between assessment that is flexible, accessible and inclusive yet allows for quality assurance and maintenance of standards. Offering practical strategies for improving assessment and accreditation, this book will raise the level of debate about the purposes of different assessment activities offered to learners and the best ways of providing it at a practitioner, organisational and policy level.

Table of Contents

  • Contents
  • Introduction Assessment and qualifications in lifelong learning
  • Chapter 1 The purposes of assessment
  • 1. Purposes of assessment
  • 2. Types of assessment
  • 3. A framework for assessment
  • Chapter 2 Principles and politics in assessment and certification
  • 1. Key characteristics of assessment
  • 2. Evaluation and quality assurance
  • 3. Areas of tension and controversy
  • Chapter 3 Using assessment to enhance learning
  • 1. Different areas of diagnostic assessment
  • 2. Assessment as part of learning
  • 3. Barriers to effective diagnostic and formative feedback
  • 4. Strategies for improving diagnostic and formative assessment
  • Chapter 4 Procedures and practice in different qualification
  • 1. Awarding bodies
  • 2. Processes associated with accreditation and certification
  • 3. Choosing the right accreditation system
  • 4. Areas of tension and controversy
  • Chapter 5 Motivation, autonomy and learning
  • 1. Different types of motivation
  • 2. Types of autonomy
  • 3. Tensions and controversies in ideas about learning
  • Chapter 6 Developing an organisational strategy for assessment
  • 1. A framework for an assessment strategy
  • 2. Developing the assessment skills of staff
  • 3. Creating a glossary of assessment terms

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