Learning Autonomy in Post-16 Education: The

Formative Assessment in Lifelong Learning: Learner Autonomy in a Risk Societyis a stimulating look at how different assessment practices affect learner autonomy in post-compulsory education. Recent education policy emphasizes inclusiveness and autonomy for learners - a goal which relies upon extending the use of outcome based assessment (OBA) across further, adult and higher education. While OBA democratizes the assessment process, making teachers and institutions more accountable to learners and encouraging partnerships between teachers and learners, there are social, practical and epistemological barriers to its implementation.

Acknowledgements

ix

List of abbreviations

xi

Introduction

1

(1)

New forms of assessment

2

(2)

A need for research

4

(1)

A need for multiple perspectives

5

(5)

The structure of the book

10

(2)

Summary

12

(3)

Learning in a risk society: empowerment, care or control?

15

(13)

Introduction

15

(1)

Rationales for lifelong learning

16

(4)

A new ideology of `risk'

20

(7)

Summary

27

(1)

Theorising autonomy, motivation and formative assessment

28

(18)

Introduction

28

(1)

A theoretical framework

29

(11)

Behaviourist and constructivist theories of formative assessment

40

(4)

Summary

44

(2)

Constructing GNVQ assessment policy

46

(36)

Introduction

46

(2)

Autonomy and motivation in GNVQs

48

(5)

Constructioins of autonomy and motivation inside policy

53

(16)

Slipping over `standards'

69

(7)

Avenues of influence

76

(5)

Summary

81

(1)

Changing FE colleges

82

(25)

Introduction

82

(1)

New kids on the YOP: themes of autonomy in vocational education

83

(11)

Political intervention in the vocational curriculum

94

(4)

Upheaval and the rise of `performativity'

98

(4)

The two fieldwork colleges and samples

102

(4)

Summary

106

(1)

Getting through: motivation in GNVQs

107

(24)

Introduction

107

(1)

Aims and goals

108

(11)

Actions to sustain motivation

119

(4)

Limits to motivation

123

(4)

The highest achieving students

127

(2)

Summary

129

(2)

Doing it their way: autonomy in GNVQs

131

(17)

Introduction

131

(1)

Images of autonomy

132

(9)

Constraints on autonomy

141

(5)

Summary

146

(2)

Biting the bullets: formative assessment in GNVQs

148

(21)

Introduction

148

(1)

Images of assessment

149

(3)

Working in a `comfort zone'

152

(6)

New forms of professionalism

158

(6)

Shifting values

164

(4)

Summary

168

(1)

Risking motivation and autonomy in lifelong learning

169

(16)

Introduction

169

(1)

Creating `assessment regimes' and `assessment careers'

170

(3)

Influencing assessment policy

173

(3)

Improving formative assessment in FE colleges

176

(3)

Preparing young people for a risky life

179

(6)

Appendices

185

(10)

Notes

195

(3)

References

198

(15)

Author index

213

(2)

Subject index

215

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Learning Autonomy in Post-16 Education: The Policy and Practice of Formative Assessment

Summary

Table of Contents

Supplemental Materials