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ERIC Number: EJ778150
Record Type: Journal
Publication Date: 2007-Nov
Pages: 20
Abstractor: Author
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0969-594X
Formality and Informality in the Summative Assessment of Motor Vehicle Apprentices: A Case Study
Colley, Helen; Jarvis, Janis
Assessment in Education: Principles, Policy & Practice, v14 n3 p295-314 Nov 2007
This article explores the interaction of formal and informal attributes of competence-based assessment. Specifically, it presents evidence from a small qualitative case study of summative assessment practices for competence-based qualifications within apprenticeships in the motor industry in England. The data are analysed through applying an adaptation of a framework for exploring the interplay of formality and informality in learning. This analysis reveals informal mentoring as a significant element which influences not only the process of assessment, but also its outcomes. We offer different possible interpretations of the data and their analysis, and conclude that, whichever interpretation is adopted, there appears to be a need for greater capacity-building for assessors at a local level. This could acknowledge a more holistic role for assessors; recognise the importance of assessors' informal practices in the formal retention and achievement of apprentices; and enhance awareness of inequalities that may be reinforced by both informal and formal attributes of assessment practices. (Contains 1 figure.) [This paper is based on data from the research project "The Impact of Different Modes of Assessment on Achievement and Progress in the Learning and Skills Sector", funded by the Learning and Skills Research Centre, City & Guilds, and UfI.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)