Starting Right in Further, Adult, and Vocational Education
Every teacher knows that getting the start right matters, but in Further, Adult and Vocational Education, the most commonly used ways to assess students at the beginning of a programme are not always fit for purpose. This book makes the case for change through teacher-led, student-centred approaches, and explores what this looks like in practice.
Starting Right in Further, Adult and Vocational Education offers a comprehensive and practically grounded guide to Starting Point Assessment (SPA), the full range of practices through which teachers and institutions build a picture of who their students are and what they bring with them at the start of a programme. Drawing on research, theory, and richly detailed case studies from working practitioners across the sector, the book examines why current diagnostic approaches sometimes fall short, and what genuinely effective assessment looks like instead. The book is structured around five principles of effective SPA, each explored through a dedicated chapter and illustrated by a case study from a real classroom. These span a wide range of contexts, including GCSE mathematics resit, ESOL, T Level Building Services Engineering, Foundation Learning, and Creative Media Production.
This key title explores the area of initial and diagnostic assessment through the lived reality of classrooms. Each principle is tested against genuine practice, making it practically useful and relatable for teachers and leaders who want to move beyond compliance-driven diagnostics towards assessment for learning. At a time when the sector faces a growing challenge around student retention and engagement, this book offers both the argument for change and the principles to achieve it.
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$72.45Starting Right in Further, Adult, and Vocational Education
Every teacher knows that getting the start right matters, but in Further, Adult and Vocational Education, the most commonly used ways to assess students at the beginning of a programme are not always fit for purpose. This book makes the case for change through teacher-led, student-centred approaches, and explores what this looks like in practice.
Starting Right in Further, Adult and Vocational Education offers a comprehensive and practically grounded guide to Starting Point Assessment (SPA), the full range of practices through which teachers and institutions build a picture of who their students are and what they bring with them at the start of a programme. Drawing on research, theory, and richly detailed case studies from working practitioners across the sector, the book examines why current diagnostic approaches sometimes fall short, and what genuinely effective assessment looks like instead. The book is structured around five principles of effective SPA, each explored through a dedicated chapter and illustrated by a case study from a real classroom. These span a wide range of contexts, including GCSE mathematics resit, ESOL, T Level Building Services Engineering, Foundation Learning, and Creative Media Production.
This key title explores the area of initial and diagnostic assessment through the lived reality of classrooms. Each principle is tested against genuine practice, making it practically useful and relatable for teachers and leaders who want to move beyond compliance-driven diagnostics towards assessment for learning. At a time when the sector faces a growing challenge around student retention and engagement, this book offers both the argument for change and the principles to achieve it.
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Every teacher knows that getting the start right matters, but in Further, Adult and Vocational Education, the most commonly used ways to assess students at the beginning of a programme are not always fit for purpose. This book makes the case for change through teacher-led, student-centred approaches, and explores what this looks like in practice.
Starting Right in Further, Adult and Vocational Education offers a comprehensive and practically grounded guide to Starting Point Assessment (SPA), the full range of practices through which teachers and institutions build a picture of who their students are and what they bring with them at the start of a programme. Drawing on research, theory, and richly detailed case studies from working practitioners across the sector, the book examines why current diagnostic approaches sometimes fall short, and what genuinely effective assessment looks like instead. The book is structured around five principles of effective SPA, each explored through a dedicated chapter and illustrated by a case study from a real classroom. These span a wide range of contexts, including GCSE mathematics resit, ESOL, T Level Building Services Engineering, Foundation Learning, and Creative Media Production.
This key title explores the area of initial and diagnostic assessment through the lived reality of classrooms. Each principle is tested against genuine practice, making it practically useful and relatable for teachers and leaders who want to move beyond compliance-driven diagnostics towards assessment for learning. At a time when the sector faces a growing challenge around student retention and engagement, this book offers both the argument for change and the principles to achieve it.
