Riding the interface : an exploration of the issues that beset teachers as they strive for assessment systems (original) (raw)

2007

Abstract

There has been much recent controversy over coursework-based examinations with concerns centring on the issue of plagiarism. In mathematics, teachers’ concerns have extended to the validity of coursework. A recent survey of mathematics teachers overwhelmingly favoured the immediate abandonment of coursework at GSCE with the result that QCA have abolished GCSE coursework from this year onward (QCA, 2006). The decision for English has been put on hold, for now, but in the past English teachers have argued, often vehemently, for its inclusion in the way in which pupils are assessed. Coursework is still used for 40% of the GSCE and complaints occur every year about KS3 exams, which contain no course based assessment at all On the other hand, there is evidence that highlights weaknesses in both the reliability and validity of current examination based forms of assessment (e.g., Black & Wiliam, 2006; Stobart, 2005).

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