International comparisons in senior secondary assessments Dennis Opposs Presented at the 37 th IAEA Annual Conference, Manila 27 October 2011
International comparisons in senior secondary assessments
Nov 01, 2014
Presentation at 37th IAEA Annual conference, Manila
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International comparisons in senior secondary assessments
Dennis OppossPresented at the 37th IAEA Annual Conference, Manila27 October 2011
What is Ofqual?
We maintain standards, improve confidence and distribute information about qualifications, examinations and assessments used in England.
We recognise organisations that deliver qualifications and monitor their activities.
Ofqual’s reliability programme
Two-year research study
International comparisons work
Six-year research programme
Investigate the demand of assessments taken internationally in comparison to those taken in England
International comparisons work
The first of these studies focuses on assessments available to senior secondary learners intending to progress to university in England
The two types of studies
PISA, TIMSS, PIRLS
A special test designed to be a benchmark against itself
Test written through international collaboration to assess a common understanding of ‘quality’
Sample of all students
What Ofqual is looking at
What students do as part of their normal school assessment
Assessments written in the context of each system, reflecting their values, curriculum and purpose
Assessments for students looking to university
Existing studies
‘On their own, cross-sectional international comparisons such as PISA cannot identify cause-and-effect relationships between certain factors and educational outcomes, especially in relation to the classroom and the processes of teaching and learning that take place there’.
OECD 2011
Senior secondary assessment
Chemistry
English (national language or main language of tuition)
History
Mathematics
Other systems
International Baccalaureate
The ACT, USA
Cambridge Pre-U
Cambridge International
A levels
Senior secondary assessment
Some assessments have the specific purpose of selecting students for higher education (for example a matriculation examination)
Others are assessments of educational achievement that in addition are used to identify students for higher education (of which A levels are one)
Senior secondary assessment
The demand of each assessment was judged in relation to its appropriateness in preparing learners for entry to honours level degree study in England
Assessment model level analysis
Reviewers consider
what learners needed to know and be able to do to succeed in the assessment
the nature of the subject matter to be covered
accessibility to the range of learners taking the assessment.
Assessment instrument level analysis
CRAS analysis is used as a basis for organising the thoughts of reviewers with regard to specific features at question, task or question paper level.
CRAS analysisCategory What is it? Scoring
1 2–3 4
C Complexity
The complexity of each component operation or idea and the links between them
Simple operations (i.e. ideas/steps)
No comprehension, except that required for natural language
No links between operations
Synthesis or evaluation of operations
Requires technical comprehension
Makes links between operations
R Resources
The use of data and information All and only the data/ information needed is given
Learner must generate all the necessary data/information
A Abstractness
The extent to which the learner deals with ideas rather than concrete objects or phenomena
Deals with concrete objects
Avoids need for technical terms
Highly abstract
Requires use of technical terms
S Strategy
The extent to which the learner devises (or selects) and maintains a strategy for tackling and answering the question
Strategy for answer is given
No need to monitor strategy
No selection of information required
No organisation required
Learner needs to devise their own strategy
Learner must monitor the application of their strategy
Learner must select content from a large, complex pool of information
Learner must organise how to communicate response
CRAS analysis
Category: Resources
What is it?
The use of data and information.
Scoring:1 All and only the data/ information needed is given.
4 Learner must generate all the necessary data/information.
CRAS analysis
Category: Abstractness
What is it?
The extent to which the learner deals with ideas rather than concrete objects or phenomena.
Scoring:1 Deals with concrete objects.
Avoids need for technical terms.
4 Highly abstract.Requires use of technical terms.
Emerging findings
Independent research and extended essays
Internally set assessment
Multiple-choice questions
Mark schemes
Predictability
Emerging findings – Mathematics
Pure mathematics or applications
Levels
New technology
Mechanics
Emerging findings – Chemistry
Balance of coverage
Challenging topics
Mathematical content
Emerging findings – English What is English?
What is a text?
Types of assessments
Emerging findings – History What is history?
citizenship? study skills and concepts? rote learning facts and figures?
Emerging findings – Summary
Layers of breadth and depth
Assessment variety
Producing the best A levels
Future studies – 16+,11+
Criteria for selection of systems
Subjects: mathematics and English; others?
Getting in touch
www.ofqual.gov.uk
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