Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 2 |
Descriptor
| Motivation | 2 |
| Academic Achievement | 1 |
| Adult Education | 1 |
| Evaluation | 1 |
| Feedback (Response) | 1 |
| Foreign Countries | 1 |
| Formative Evaluation | 1 |
| Late Adolescents | 1 |
| Learning Motivation | 1 |
| Learning Theories | 1 |
| More ▼ | |
Author
| Ecclestone, Kathryn | 2 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 1 |
Audience
| Researchers | 1 |
| Teachers | 1 |
Showing all 2 results
Peer reviewed
Direct linkEcclestone, Kathryn – Assessment in Education: Principles, Policy & Practice, 2007
Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…
Descriptors: Formative Evaluation, Motivation, Foreign Countries, Vocational Education
Ecclestone, Kathryn – Assessment in Education Principles Policy and Practice, 2004
Despite numerous problems with outcome-based assessment systems, claims that they enhance learners' motivation and autonomy resonate with research interest in how young people develop cultural and social capital. However, research has not yet explored the ways in which assessment systems affect the forms of capital embedded within them. This paper…
Descriptors: Motivation, Adult Education, Social Capital, Evaluation
