What should we want from GCSEs & A levels?
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Tim Oates presented on reexamining standards for GCSEs and A levels. He argued that the exam system has grown too large and assessments have become overstretched. There is evidence that subtle grade drift may be occurring over time between exam boards and subjects. To address this, qualifications need clear standards of demand, content, attainment and consistency over time and between boards/subjects. Oates also said it is important to understand the impact of efforts to improve attainment and reduce frequent changes to qualifications.
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The document discusses assessments and education systems. It notes that assessments need to be responsive to changing skill requirements, capitalize on methodological advances without sacrificing validity, and have a predictive validity on improving learning and teaching. Effective assessment systems provide coherent and continuous feedback to students, teachers, and administrators to support improvement at all levels of education. They measure a range of competencies through performance-based and adaptive tasks that make students' thinking visible.
Greer tasa education
This document summarizes a research project on attracting and retaining teachers in Queensland secondary schools. It identifies challenges such as declining salaries, work conditions and professional status compared to other careers. Survey results found teachers were most satisfied with feeling part of an effective team. The report recommends strategies like increasing salaries to be competitive with other professions, offering flexible working conditions, strengthening teacher training programs, and implementing targeted recruitment and incentive programs for rural or specialist subject areas.
A perspective on institutional quality assurance
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
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Ofqual is responsible for regulating qualifications and assessments in England to ensure reliable standards are maintained over time. Their reliability program examines national tests, exams, and teacher assessments to understand variability and public perceptions of accuracy. Ofqual sets criteria for qualifications, recognizes awarding organizations, and monitors assessments to guarantee consistency, fairness, and comparability of awards across exam versions, organizations, and subjects. They facilitate innovation in on-demand and e-assessments while protecting validity, reliability, and security.
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This document discusses assessment in higher education. It considers the importance of assessment, the reasons for assessing students, and experiences with assessment. Assessment is important as it affects students' lives and views of themselves and higher education. It frames how students see university. The document outlines why we assess students, such as to support learning and ensure standards. It discusses principles of assessment, including criteria, marking, and feedback. Future trends in assessment mentioned include issues around workload, diversity, and new technologies.
Week1 Assessment Overview
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Managing assessment and reducing workloads
The document discusses strategies for managing assessment workload and improving student satisfaction. It notes that increased class sizes and staff reductions have led to higher marking loads for teachers. Several factors also put pressure on assessment, including modularization, a diverse student population, and academic integrity issues. The status quo is no longer sufficient and changes are needed to assessment approaches to decrease workload, improve learning, and increase satisfaction while maintaining standards. The document recommends strategies like reducing assessment loads, using marking guides, and streamlining feedback to address these issues.
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The Teaching Excellence Framework (TEF) aims to highlight and incentivize excellent teaching in UK higher education. It will provide students and employers with better information about teaching quality and provide incentives for universities to value teaching equally with research. In the second year of TEF implementation, assessments will be carried out at the institutional level only, resulting in ratings of "meets expectations" or higher. Metrics such as National Student Survey results and employment data will provide evidence, alongside additional information from universities. The goal is to improve teaching quality while recognizing differences between institutions.
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2. It notes that the shift to a knowledge economy will change how people view education and what they value, requiring universities to empower faculty to differentiate student experiences.
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- 1. A new look at standards: What should we want from GCSEs and A levels? Presentation by Tim Oates Group Director Assessment Research and Development (ARD) 13 October 2011
- 15. A/AS level examinations Bassett, D. 2011. Inside Government Forum. Reform of National Exams: Impact on schools and students . 7 July. One Great George Street, Westminster. Briefing notes, BN43 (2009), IFS Candidates Entries Papers Cost (includes correction for inflation) Expenditure on education in England 1970 103,000 (£89.32) 441,898 (£20.82) 643,750 (£14.29) £9.2m £28bn 1990 185,000 (£102.16) 615,725 (£30.70) 1,388,250 (£13.61) £18.9m £45bn 2000 231,351 (£131.83) 672,518 (£45.35) 2,168,916 (£14.06) £30.5m £52bn 2008 256,622 (£275.50) 741,356 (£95.37) 5,455,655 (£12.96) £70.7m £80bn
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