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Practical experiments in school science lessons and science field trips
Additional written evidence is contained in Volume 3, available on the Committee website at www.parliament.uk/science
2012 GCSE English results
The 2012 GCSE English results prompted significant controversy, which ultimately resulted in an application for judicial review. This report sets out the background to these events and identifies lessons to be learned. The problems with GCSE English can be traced back to the 2007-09 development phase of the qualification- in particular the turbulence which resulted from the shift away from a mostly linear to a modular system, combined with a high proportion of controlled assessment and generous marking tolerances. Exam board experts raised concerns at the time, but these were not acted upon by the regulator (the then-interim Ofqual). Further difficulties arose because of pressures from the s...
Examination Standards
An international team of authorities in the field of standard setting discuss what standard setting is and should be. Their accounts of a representative selection of jurisdictions (Chile, England, France, Georgia, Ireland, Queensland, South Africa, Sweden, and the United States) are accompanied by lively critical commentaries from other experts in this domain. Together, the editors challenge the notion that there is a single superior way of thinking about national examinations, and instead encourage educators and policymakers to engage with the multiple perspectives offered here, and to consider carefully the complex issues raised.
The Sutherland Inquiry
The Sutherland Inquiry, (HCP 62, session 2008-09, ISBN 9780102958393), is an independent inquiry remitted by the Office of the Qualifications and Examinations Regulator (Ofqual) and the Secretary of State for Children, Schools and Families, into the delivery of the National Curriculum tests in 2008. In July 2008, 1.2 million pupils heard that their National Curriculum test results would be delayed. The test delivery service represented a failure in customer delivery service, to the pupils, schools and also the markers upon whom the National Curriculum testing regime relies. The primary responsibility must therefore rest with the American organisation, ETS Global BV (ETS), which won the publi...
The administration of examinations for 15-19 year olds in England
Additional written evidence is contained in Volume 3, available on the Committee website at www.parliament.uk/educom
Bridging the Progressive-Traditional Divide in Education Reform
This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the ‘subject-centered’ and ‘student-centered’ models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another. In drawing from historical sources, the full range of contemporary research, and a series of investigations led by the authors, this book documents the deep back-story of school reform, and explains the powerful and largely unacknowledged consensus on what constitutes excellence in teaching and learning. This book will be of great interest to researchers, academics, and postgraduate students in the fields of school reform and educational leadership. It will also appeal to graduate students, researchers and postgraduates in the fields of history of education, educational leadership, teaching and learning, and curriculum studies.
The Public Understanding of Assessment
Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with ‘high stakes’ outcomes such as university entry or selection for employment. When the individual’s results do not chime with their or their teachers’ expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be ...
