Oxford University Centre for Educational Assessment Managing assessment reform Jo-Anne Baird Professor of Educational Assessment
Dec 18, 2015
Oxford University Centre for Educational Assessment
Managing assessment reform
Jo-Anne BairdProfessor of Educational Assessment
Policy proliferation Curriculum 2000 A-levels, New A-levels 2010 – synopsis, stretch and challenge, modularity, A*
GCSE changes 2003, 2009 – modularity, coursework, vocational GCSEs, international GCSE
Diplomas (plus consideration of the Tomlinson proposals)
Functional Skills
Extended Projects
Foundation learning
Qualifications Credit Framework
VCEs
Assessing Pupil Progress
Piloting of single level tests, world class tests
Withdrawal of GNVQ, VCE, Key Stage 3 tests, Key Stage 2 science tests
The policy environment
Timescales short
Critical debate dangerous for fledgling reformsManagement by stealth by policy-makers
PoliticalDepartment for Education, London
Reform cyclePilot
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Systemic examination failures
Scotland “Higher Still’ examination results were not sent out on results day (2000)
New ZealandScholarship examination results wildly different from previous years (2004)
England A-level results disputed (2002)
Performativity culture
Students must be strategic learners – test wisdom is not new, just more prevalent and available transparently to the masses
Teachers have vested interests in getting students through examinations – they choose the examination
Cannot withhold publication of examination materials Students are learning higher level skills (eg how to
construct an essay) as well as acquiring knowledge: we need both
Preparing for qualifications dominates young people’s lives Competition is hotter than in our day
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Views of A-levels
I think in my subject area I’d go a step further ... A-level actively discriminates against the most able students. ... I think there’s too much recall …we have significant amounts where they need to be able to regurgitate definitions, erm, which are fairly insignificant really…
Chemistry teacher
‘Everything was very formulaic which was quite annoying because we just spent all year sort of learning how to answer the questions more than anything else. No one really wanted to take any risks in their exam results.
Psychology student
I literally learnt the mark scheme. I was like, well there’s no point in trying to
go into the details of why this [biological process] works. I knew exactly what wording they wanted.
Biology student
Getting standards right Do not rush system-level change: at least a 10 year period judicious
Establish review periods & structures to keep education current
Identify key stakeholders and shape their roles in the process
Manage projects AND networks
Invest more time and effort in making sure the standards (curriculum & outcomes) are what we need to compete in the knowledge economy
For progression to Higher Education For the 21st Century workplace For comparisons with other countries
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