Browse by author
Lookup NU author(s): Dr Kathryn Ecclestone
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy-makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop 'learning careers' from primary education, through the National Curriculum into post-compulsory education and beyond. This article engages with this work in order to highlight some key factors in 'learning careers', particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of 'habitus', ' field', 'cultural capital' and 'social capital' to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of 'assessment careers' illuminates a specific strand within young people's 'learning careers'. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning.
Author(s): Ecclestone K, Pryor J
Publication type: Article
Publication status: Published
Journal: British Educational Research Journal
Year: 2003
Volume: 29
Issue: 4
Pages: 471-488
ISSN (print): 0141-1926
ISSN (electronic): 1469-3518
Publisher: Routledge
URL: http://dx.doi.org/10.1080/01411920
DOI: 10.1080/01411920
Altmetrics provided by Altmetric
