Feedback, Talk and Engaging with learners; formative assessment in adult numeracy
| Title | Feedback, Talk and Engaging with learners; formative assessment in adult numeracy |
| Author(s) | Hodgen, Coben, Rhodes |
| Organisation | Kings College London for NRDC |
| Date | August 2010 |
| No. of pages | 60 |
| Key words | adult education; adult learning; basic skills; numeracy; formative assessment; support for learners; family learning; recognition of prior learning; persistence; individual learning plans; teaching and learning styles |
| Description | A survey about engaging teachers and learners on numeracy courses in formative assessment |
| Select quotations | “In comparison to other educational interventions, the research evidence on the efficacy of formative assessment is impressive…” “…formative assessment can yield significant improvements in the quality of classroom learning in the teaching and learning of numeracy with adult learners.” “Formative assessment practices can be developed by teachers if they are given support, feedback occasions involving collaboration.” “…the greater life experience of adult numeracy learners, by comparison with other learners, creates formative assessment opportunities.” “Adults appear to be much more willing than school students to say persistently that they do not understand.” “…Family Numeracy provides an ideal context for exploring conceptual understandings by asking learners, ‘How would you do this with your child?’” “…this study adds further weight to the evidence that learners themselves can be a resource for learning and the implementation of formative assessment.” “…provide opportunities for learners to identify connections between mathematics/numeracy and applied settings.” “We have also identified a range of strategies to…encourage classroom talk…encourage peer-and self-assessment…encourage formative assessment in embedded settings…make use of Individual Learning Plans (ILPs) and learning objectives…make use of representations and tools…use summative assessments formatively.” |
| Link | http://www.nrdc.org.uk/publications_details.asp?ID=180# |
