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Peter Lavender, Jay Derrick and Barry Brooks More titles on Assessment More titles on Literacy, Language & Numeracy More titles by Peter Lavender |
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Across the whole field of public service, targets are increasingly recognised as a mixed blessing. Within the government’s Skills for Life policy their introduction has been particularly problematic.
This discussion paper brings together three contributions that add to the debate of how Britain can best meet the policy goal that underpins the target – that of how to strengthen skill and confidence in literacy, numeracy and language amongst adults in Britain who need support and encouragement. In the first, Peter Lavender explores how narrowly drawn LSC guidance on funding and priorities risks distorting a generously drawn national policy. In the second, Jay Derrick looks at the relationship between formative and summative assessment and literacy learning. In the third Barry Brooks analyses the challenges confronted and progress made in identifying national standards and tools of assessment.
| Introduction | |
| Chapter 1 | Tests, targets and ptarmigans Overview The story so far Out of focus? National PSA adult basic skills targets Tests, qualifications and funding Tests, national targets and social inclusion Conclusion: the ptarmigan’s feet Some questions Acknowledgements |
| Chapter 2 | Making the grade: assessment and
achievement in adult literacy, numeracy and language Summary The purpose and structure of the paper The national strategy and targets Range of contexts for literacy, language and numeracy (LLN) learning Approaches to assessment and the measurement of achievement Research insights from neighbouring fields Assessment of learning: measuring achievement in adult literacy, language and numeracy Assessment for learning Conclusions Recommendations Acknowledgements |
| Chapter 3 | D’où venons-nous? Que sommes-nous? Où
allons-nous? Preamble Où allons-nous? Que sommes-nous? D’où venons-nous? On reflection |
| References |
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