A research report exploring how learners' experience of assessment influence their confidence and progress as trainees engaged in vocational learning.
The project focused on comparing accounts of learners' experiences of applied formative assessment strategies in an Engineering Vocational Educational context with their experiences of assessment while at school. The overall goal was to introduce a formative assessment strategy, in order to combat outdated pedagogical practices within the vocational setting.
The findings from this research indicated that formative assessment could improve learning, attainment, communication, and development of learners within a vocational context. The researcher highlighted that formative assessment is often not being used efficiently within the vocational context.
Research Development Fellowship Programme (RDF)