Key Competencies – The Challenge KC 2007

Developing formative assessment practice can have a profound impact on the quality of learning and teaching, according to research on assessment in the national curriculum for schools. The two year research project (2005 – 2007), Improving Formative Assessment, funded by the Nuffield Foundation, NRDC and the QIA, has been evaluating how teachers and students in post-14 education and literacy, language and numeracy programmes for adults can enhance their understanding and practice of formative assessment. Led by Kathryn Ecclestone, Professor in Education at Oxford Brookes University, the research is informed by the work of Paul Black and Dylan Wiliam into formative assessment practices in secondary schools.

Judith Gawn and Jay Derrick abstract.doc.pdf — PDF document, 21Kb