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Assessment in Education: Principles, Policy & Practice Volume 14, 2007 - Issue 3: Assessment in Post‐Secondary Education and Training
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Original Articles

Commitment, compliance and comfort zones: the effects of formative assessment on vocational education students’ learning careers

Kathryn Ecclestone Oxford Brookes University, UKCorrespondence[email protected]
Pages 315-333 | Published online: 23 Oct 2007

Citations (24)

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Read on this site (16)

Hazel Christie & Nina Morris. (2021) Assessment and emotion in higher education: the allure of blogging. Research in Post-Compulsory Education 26:2, pages 148-163.
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Rachael Illsley & Richard Waller. (2017) “Further education, future prosperity? The Implications of Marketisation on Further Education Working Practices”. Research in Post-Compulsory Education 22:4, pages 477-494.
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Daniel K. Acquah & Debra Malpass. (2017) The technical baccalaureate: providing excellence in vocational education?. Assessment in Education: Principles, Policy & Practice 24:1, pages 96-117.
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Michaela Brockmann & Ian Laurie. (2016) Apprenticeship in England – the continued role of the academic–vocational divide in shaping learner identities. Journal of Vocational Education & Training 68:2, pages 229-244.
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Sam Shields. (2015) ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback. Teaching in Higher Education 20:6, pages 614-624.
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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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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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Jannette Elwood. (2012) Qualifications, examinations and assessment: views and perspectives of students in the 14–19 phase on policy and practice. Cambridge Journal of Education 42:4, pages 497-512.
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Joanna Swann, Irena Andrews & Kathryn Ecclestone. (2011) Rolling out and scaling up: the effects of a problem-based approach to developing teachers’ assessment practice. Educational Action Research 19:4, pages 531-547.
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Keith Halcro & Anne M.J. Smith. (2011) Wikis: building a learning experience between academe and businesses. Reflective Practice 12:5, pages 679-693.
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Michaela Brockmann. (2011) Problematising short-term participant observation and multi-method ethnographic studies. Ethnography and Education 6:2, pages 229-243.
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AnthonyL. Daly & Anne Pinot de Moira. (2010) Students' approaches to learning and their performance in the Extended Project pilot. The Curriculum Journal 21:2, pages 179-200.
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Michaela Brockmann. (2010) Identity and apprenticeship: the case of English motor vehicle maintenance apprentices. Journal of Vocational Education & Training 62:1, pages 63-73.
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Anne Hume & RichardK. Coll. (2009) Assessment of learning, for learning, and as learning: New Zealand case studies. Assessment in Education: Principles, Policy & Practice 16:3, pages 269-290.
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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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Jenifer Davies & Kathryn Ecclestone. (2008) ‘Straitjacket’ or ‘springboard for sustainable learning’? The implications of formative assessment practices in vocational learning cultures. The Curriculum Journal 19:2, pages 71-86.
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Articles from other publishers (8)

Natasha Pourdana & Kobra Tavassoli. (2022) Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia 12:1.
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Kaja Reegård. (2020) Når lærlingen møter arbeidslivets vurderingslogikk: Yrkessosialisering i det norske salgsfaget. Nordic Journal of Vocational Education and Training 10:3, pages 67-82.
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Amanda O’Shea. (2020) Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?. Polish Journal of Educational Studies 72:1, pages 64-78.
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Per-Åke Rosvall, Carina Hjelmér & Sirpa Lappalainen. (2016) Staying in the comfort zones – Low expectations in vocational education and training mathematics teaching in Sweden and Finland. European Educational Research Journal 16:4, pages 425-439.
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Christina Chung-Wai Han & Min Yang. 2017. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era 327 346 .
Gillian Bailey. (2014) Accountability and the rise of “play safe” pedagogical practices. Education + Training 56:7, pages 663-674.
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Don A. Klinger, Lyn A. Shulha, Rebecca Luce-Kapler & Stephen Elliott. (2012) The Enabling Constraints of Building an Assessment Pedagogy: Engaging Pre-service Teachers in a Professional Exploration of Current Conceptions of Classroom Assessment. The European Journal of Social & Behavioural Sciences 1:1, pages 91-122.
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Ann Hodgson & Ken Spours. 2009. Second International Handbook of Educational Change. Second International Handbook of Educational Change 953 968 .

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