By R. J. Riding, Sue Butterfield
The schooling Reform Act has verified evaluate because the degree through which the implementation of the nationwide Curriculum and faculty good fortune should be judged. present projects think, for the 1st time, the potential for a brand new partnership beteen curriculum and review. This booklet is designed to supply a pragmatic realizing of modern exam and review advancements at secondary point, and may be fairly valuable to scholars and practicing academics. It examines the advent of the GCSE, using profiling, equivalent possibilities matters, examinations at sixteen+ and the evaluate of school-leavers for education and employment. It additionally contain a quick historic account of the improvement of secondary schooling. The equity and appropriateness of exam effects are constantly a question of public drawback, and the ultimate chapters, particulary, expand those matters through taking a look at the ways that number of event and studying types are proper to review practices.
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Additional resources for Assessment and Examination in the Secondary School: A Practical Guide for Teachers and Trainers
Goals that are necessarily short-term may be very SECONDARY ASSESSMENT AND EXAMINATIONS 23 different from the general aims of a course of study. Further experience and evaluation of graded assessment projects will be needed in order to keep such matters under review. The graded objectives movement is another educational initiative which is helping to focus attention upon targets, helping teachers to define their purposes and explore their methods—and helping learners to see achievement. The principles are capable of use in GCSE, as the Graded Assessment in Science Project is demonstrating.
The student who has a record of achievement and who has grown within the context SECONDARY ASSESSMENT AND EXAMINATIONS 25 of recording achievement, will be well placed to represent her/himself to an employer or other interviewer. It is not the document that such a student will have to take to the interview, but the skills of selfevaluation and the sense of purpose which have been developed with the document. Concern lingers among users however, about the extent to which the record is capable of external validation.
Generally, schools have no spare resources with which to staff or equip additional classes, and A/S courses are in most subject areas too different from A level courses to make integration of lessons straightforward. However, some pioneering work is in hand on modular experiments, involving adaptation of A level syllabuses so that, by a combination of compulsory and optional modules, an A/S level can be gained by studying half the modules necessary for an A level. 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.