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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1

2½

½

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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