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ERIC Number: EJ811835
Record Type: Journal
Publication Date: 2008-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-1359-6748
Evaluating the "Spirit" and "Letter" of Formative Assessment in the Learning Cultures of Part-Time Adult Literacy and Numeracy Classes
Derrick, Jay; Gawn, Judith; Ecclestone, Kathryn
Research in Post-Compulsory Education, v13 n2 p173-184 Jul 2008
Research and development on formative assessment has paid little attention to part-time adult basic education in informal community-based settings. A three-year project funded by the Nuffield Foundation, the National Research Development Centre for Adult Literacy and Numeracy, and the Quality Improvement Agency addresses that gap in vocational and adult basic education. It explored factors that help and hinder change to teachers' formative assessment practices, and the ways in which different "learning cultures" affect different approaches to formative assessment. The project used a problem-based approach to professional development that rejects simple, top-down "recipes" and guidance for "best practice". This paper evaluates critically the effects of the "learning culture" on whether teachers' formative assessment practices were in the "spirit" or "letter" of assessment for learning in adult literacy and numeracy classes, drawing on interview and observation data from six classes in two very different organisations. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom