‘Learner-centred’ assessment policies in further education: putting teachers’ time under pressure

Abstract

Since incorporation of further education (FE) in England in 1992, much research has critiqued the performative pressures on FE teachers created by a managerialist audit culture. These critiques have demonstrated the detrimental effects of the technicised delivery of learning outcomes on more learner-centred pedagogies. However, FE policies now purport to place greater emphasis on learner-centredness. In this article, we question the meanings such policies give to this notion, and examine how they are shaping teachers’ practice. Drawing on findings from an ethnographic study of trainee and newly qualified FE teachers, we innovatively apply a social theory of time to analyse the resulting time pressures that teachers encountered. In particular, the distinction between ‘clock time’ and ‘process time’ is used as a specific lens through which to interpret the data. We argue that FE policies misappropriate and subvert the notion of learner-centredness by focusing on assessment outcomes and that they expect teachers to devote more time to learners, but without an associated allocation of adequate time resources. As a result, there may be a danger of losing more teachers from the profession. These findings may have cross-sector relevance in schools and higher education, as well as internationally.

Keywords:

• learner-centred pedagogy
• time
• further education
• assessment policy

Acknowledgments

We would like to express our thanks to those who participated in the research and also to the two anonymous reviewers who offered comments on an earlier version of this paper.

Notes

1. A Levels (Advanced Levels) are Level 3 qualifications taken in the UK, usually by 17 and 18 year-olds. They may provide access to university, to apprenticeships, or to employment.

2. The pre-service PGCE is a university-based teacher training programme which includes work placements in FE settings.