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The Curriculum Journal Volume 19, 2008 - Issue 2
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Articles

‘Straitjacket’ or ‘springboard for sustainable learning’? The implications of formative assessment practices in vocational learning cultures

Jenifer Davies University of Exeter, UK
&
Kathryn Ecclestone Oxford Brookes University, UKCorrespondence[email protected]
Pages 71-86 | Published online: 27 Jun 2008

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Read on this site (5)

Hege Hermansen. (2014) Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. The Curriculum Journal 25:4, pages 470-494.
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Matt O’Leary & Val Brooks. (2014) Raising the stakes: classroom observation in the further education sector in England. Professional Development in Education 40:4, pages 530-545.
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Krista Court. (2014) Tutor feedback on draft essays: developing students’ academic writing and subject knowledge. Journal of Further and Higher Education 38:3, pages 327-345.
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Tom May. (2013) Identifying the characteristics of written formative feedback used by assessors in work-based qualifications. Journal of Vocational Education & Training 65:1, pages 18-32.
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Jay Derrick, Judith Gawn & Kathryn Ecclestone. (2008) Evaluating the ‘spirit’ and ‘letter’ of formative assessment in the learning cultures of part‐time adult literacy and numeracy classes. Research in Post-Compulsory Education 13:2, pages 173-184.
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Articles from other publishers (5)

Michael Michell & Chris Davison. 2020. Toward a Reconceptualization of Second Language Classroom Assessment. Toward a Reconceptualization of Second Language Classroom Assessment 23 41 .
Chris Davison. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching 1 22 .
Chris Davison. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching 433 454 .
Hamid Asghari & Nina Kilbrink. (2018) Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet. Nordic Journal of Vocational Education and Training, pages 23-43.
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Judith T.M. Gulikers, Harm J.A. Biemans, Renate Wesselink & Marjan van der Wel. (2013) Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation 39:2, pages 116-124.
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