Evaluation from empirical research projectQualitiative and quantitative data There is widespread agreement that well-designed formative assessment can raise students' achievement and engage them with learning. A body of research in the UK has developed a set of agreed meanings and principles with which to encourage teachers to change their formative assessment practice (Black and Wiliam, 1998; Assessment Reform Group, 2000; Gardner, 2005; Black et al, 2003; Black et al, 2006). Yet, not only does this work also show the difficulties of creating system-wide change and understanding, but it has been developed in relation to practices and ideas in the context of compulsory schooling in the UK. In addition, agreed meanings and principles can osbcure very different goals for learning, particularly in relation to motivation and autonomy (Hargreaves, 2005; Marshall and Drummond, 2006; Ecclestone, 2002; Ecclestone, in press). In order to address the relative lack of theoretical and empirical research on links between assessment and learning in vocational education and adult literacy, language and numeracy programmes, a research project funded by the Nuffield Foundation, the Quality Improvement Agency for Lifelong Learning and the National Research Centre for Adult Literacy and Numeracy in the UK is currently exploring the ways in which changes to formative assessment practices encourage genuine learning, as opposed to instrumental compliance, in these two post-compulsory contexts (Ecclestone et al, in progress). The project builds on earlier research in these two areas (Ecclestone, 2002; Torrance et al, 2005). It aims to work intensively with teachers over a short period of time in order to introduce changes to practice that teachers see as desirable, as opposed to implementing changes suggested by the researchers, and to evaluate their effects on learning in different contexts. This paper draws on emerging findings from the project and uses a socio-cultural conceptual framework of 'learning cultures' and 'learning careers' to explore the subtle factors that makes formative assessment in some classes and courses a springboard for deeper learning, and the factors that lead to practices acting as a 'strait-jacket' in other classes. A socio-cultural analysis enables researchers to show the iteration between political and institutional pressures, teachers' and students' beliefs and ideas about motivation and learning and the ensuing assessment practices. This understanding goes beyond a technical focus on changing practices and methods and instead, aims to improve the ways in which teachers are enabled to reflect on their assessment practices and to understand the factors that affect them in their own learning cultures. In addition, a socio-cultural analysis enables researchers to illuminate the ways in which instrumental assessment leads to higher rates of achievement but poorer forms of learning.Assessment Reform Group (2002) 10 principles of assessment for learning (Cambridge, University of Cambridge) Black, P and Wiliam, D. (1998) Assessment and learning, Assessment in Education, 1-73 Black, P. Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for learning: putting it into practice (Buckingham, Open University Press) Black, P., McCormick, R., James, M. and Pedder, D.(2006) Learning how t to learn and assessment for learning: a theoretical inquiry, Research Papers in Education, 18,4, 119-132 Ecclestone K (2002) Learning autonomy in post-compulsory education: the politics and practice of formative assessment , London, RoutledgeFalmer Ecclestone, K.(in press) Commitment, compliance and comfort zones: the effects of formative assessment on vocational education students' learning careers, forthcoming, Assessment in Education (vol no, pages etc to be confirmed)Ecclestone, K, Davies, J, Derrick, J, Gawn, J, Lopez, D, Koboutskou, M and Collins, C (in progress) Improving formative assessment in vocational education and adult literacy and numeracy programmes, Project funded by the Nuffield Foundation/National Research Centre for Adult Literacy and Numeracy/Quality Improvement Agency (Nottingham, University of Nottingham www.nottingham.ac.uk/education/research) Gardner, J (ed) (2005) Assessment and learning (London, Sage) Hargreaves, E. (1995) Assessment for learning: thinking outside the black box, Cambridge Journal of Education, 35, 2, 213-224 Marshall, B. and Drummond,M.J.(2006) How teachers engage with assessment for learning: lessons from the classroom, Research Papers in Education, 18, 4, 119-132 Torrance H, Colley H, Garratt D, Jarvis J, Piper H, Ecclestone K, James D, The impact of different modes of assessment on achievement and progress in the learning and skills sector, Learning and Skills Development Agency, 2005, available at https://www.lsda.org.uk/cims/order.aspx?code=052284&src=XOWEB As part of a book from the project, proposed for Routlege Falmer,