ERIC Number: ED252707
Record Type: RIE
Publication Date: 1984-Oct
Reference Count: 0
Profiles in Action.
Mortimore, Jo, Ed.
This publication traces developments in the use of profiles produced over the last two years and attempts to face some difficult and controversial issues raised repeatedly in any consideration of profiling. The introduction addresses assessment issues. Section 2 discusses the technical issues surrounding profiles, or records of achievement, and their relationship to discusses the technical issues surrounding profiles and their relationship to graded assessments. Section 3 makes a case for the assessment of personal qualities of students and offers some guiding principles. Section 4 discusses the importance of staff development and makes suggestions as to its implementation. In section 5, some major further education examining bodies in Great Britain (Business Education Council, Technician Education Council, City and Guilds of London Institute, and Royal Society of Arts Examination Board) develop their recent thinking and chart progress in profiling, illustrated by their currently available schemes. Section 6 provides accounts of developments in Northern Ireland. It includes a review of a local education authority profile initiative that illustrates a range of profiling formats and indicates the practical support needed for effective implementation. Profiling in the Youth Training Programme is also reviewed. Appended are: (1) a draft policy statement on records of achievement for school leavers by the Department of Education and Science; and (2) comments on this statement by the authors of the present document. (YLB)
Descriptors: Academic Achievement, Academic Records, Foreign Countries, Job Skills, Job Training, Out of School Youth, Performance, Postsecondary Education, Profiles, Secondary Education, Staff Development, Student Evaluation, Student Records, Vocational Education, Work Experience Programs, Youth, Youth Programs
Publication Type: Collected Works - General; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers: Great Britain; Northern Ireland
Note: For a related document, see ED 224 921.