Assessment and Examination in the Secondary School: A by R. J. Riding, Sue Butterfield

By R. J. Riding, Sue Butterfield

The schooling Reform Act has demonstrated overview because the degree in which the implementation of the nationwide Curriculum and faculty luck may be judged. present tasks imagine, for the 1st time, the potential for a brand new partnership beteen curriculum and evaluate. This ebook is designed to supply a realistic figuring out of modern exam and evaluation advancements at secondary point, and should be relatively worthwhile to scholars and working towards lecturers. It examines the creation of the GCSE, using profiling, equivalent possibilities matters, examinations at sixteen+ and the overview of school-leavers for education and employment. It additionally comprise a short ancient account of the advance of secondary schooling. The equity and appropriateness of exam effects are continually a question of public hindrance, and the ultimate chapters, particulary, expand those concerns by means of the ways that number of adventure and studying types are appropriate to overview practices.

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In practice, fairly similar percentages of the total number of candidates appeared in each grade over time. This has been achieved primarily by the careful choice of examination questions. The GCSE represents a move in the direction of criterion referenced examining. The National Criteria states, The standards required in the GCSE examinations will be not less exacting than those required in the previous GCE O-level and CSE examinations. O level and CSE, taken together, were originally designed for the upper 60 per cent of the ability range by subject.

Alternatively the individual’s performance may also be judged against that of other individuals, thus introducing an additional comparison. In this case the percentage who are likely to pass will normally be much lower. This is called norm-referenced testing. The decision about which of these approaches is the most appropriate to decide the relative level of an individual’s performance can have a crucial ef fect on the assessment of an individual’s performance. These approaches are discussed in Note 1.

Examining boards are generally showing a flexible approach in supporting such schemes, and there is some scope for schools to meet SECONDARY ASSESSMENT AND EXAMINATIONS 29 their own educational and organizational needs while mapping possible wider developments for examining at 18-plus. Some schools and colleges see A/S levels as necessarily eroding the general studies programme, and thus narrowing the sixth form curriculum. Others feel that A level groups are already fully subscribed. Some A/S courses are heavy in content, and in practice account for more than half an A level in terms of workload.

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