Why Do We Need Qualifications? a comparsion between the US and UK

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Tina Isaacs, Head of 14-19 Regulation, gave a presentation at the 4th Cambridge Assessment Conference held at Robinson College, Cambridge, on Monday, October 19.

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Why Do We Need Qualifications? a comparsion between the US and UK

  1. 1. Why do we need qualifications: a comparison between the US and the UK Dr. Tina Isaacs 19 October 2009 Cambridge Assessment Conference
  2. 2. Please note that this is a personal view
  3. 3. The English System <ul><li>Qualifications-driven for post 14 year olds </li></ul><ul><li>Almost all learners embark on programmes of study that culminate in qualifications </li></ul><ul><li>An average of nine or 10 GCSE qualifications at age 16 </li></ul><ul><li>A levels, and/or vocationally related qualifications at age 18 </li></ul><ul><li>9624 accredited qualifications on QMIS – thousands of which are approved for use by 14 to 19 year olds </li></ul>
  4. 4. UK – positive aspects <ul><li>National suites of qualifications are based on national standards – common, qualifications and subject/sector/skills criteria </li></ul><ul><li>What learners are taught in London is pretty much the same as learners in Loughborough </li></ul><ul><li>Comparability, reliability, standards over time, etc can be ascertained </li></ul><ul><li>HEIs, employers can make certain assumptions about applicants </li></ul>
  5. 5. UK – negative aspects <ul><li>Qualification achievement becomes shorthand for school/college achievement </li></ul><ul><li>Achievement and attainment points and tables based on qualifications, providing incentives for schools and colleges to enrol learners on qualifications that will gain maximum points </li></ul><ul><li>All learners’ abilities judged at age 16 </li></ul><ul><li>Post 16, only ‘successful’ students (five A* to Cs at GCSE) carry on in general education – everyone else pursues vocationally oriented learning </li></ul><ul><li>Need for external judgements to validate learner achievement </li></ul>
  6. 6. The US system <ul><li>Curriculum-driven system </li></ul><ul><li>Post 14 learners pursue a series of one year courses during their four years of high school </li></ul><ul><li>Some of these courses are more challenging than others (honours courses) but they are not age related </li></ul><ul><li>No qualifications at all, except for high school diploma </li></ul><ul><li>SAT, ACT, AP provides some national measurement of achievement </li></ul>
  7. 7. US – positive aspects <ul><li>Learners can take the right course for them at any age </li></ul><ul><li>No age 16 judgement point, i.e. less successful learners can still take history at age 17 </li></ul><ul><li>Learners can take a mix of general and vocational courses </li></ul><ul><li>Teacher assessment is valued (some states also have state-wide assessment systems, e.g. New York) </li></ul>
  8. 8. US – negative aspects <ul><li>School accountability is more difficult to establish (some states/districts use standardised tests) </li></ul><ul><li>Lack of consistency between states (hence the recent move toward establishing national subject standards) </li></ul><ul><li>Large textbook companies can establish the curriculum </li></ul><ul><li>Consistency, comparability, reliability, standards over time, etc difficult to establish </li></ul><ul><li>HEIs and employers need to have a greater knowledge of individual states, districts and schools to inform decisions about applicants </li></ul>
  9. 9. Audience debate <ul><li>So … which system is better? </li></ul><ul><li>If you were going to design a perfect assessment system for 14 to 19 year olds what would it look like? </li></ul>

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