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Showing 1 to 15 of 26 results Save | Export
Mattey, Sarah – Research Matters, 2021
In 2020, the COVID-19 pandemic led to the closing of schools across the United Kingdom, and to the cancellation of exams and assessments in England. A large number of learners take Vocational and Technical Qualifications (VTQs) that are offered in a diverse range of subject groups and they can be used to enter the next stage of education,…
Descriptors: Foreign Countries, Vocational Education, Qualifications, COVID-19
Shaw, Stuart; Nisbet, Isabel – Research Matters, 2021
Was the approach proposed for calculating exam grades in summer 2020 fair? Were the grades eventually awarded (after policy changes) fair? What is a fair arrangement for 2021? These questions have been at the heart of debate in the UK in the light of COVID-19. After schools were closed in the spring of 2020 and the decision was made not to proceed…
Descriptors: COVID-19, Pandemics, Student Evaluation, Evaluation Methods
Cooke, Gillian; Elliott, Gill – Research Matters, 2021
In times of crisis it is good to look back. Not only is it comforting, but better understanding of events in our past can inform decision-making and help us find direction at uncertain times. COVID-19 may have presented new challenges, but this exploration of historical disruptions to school exams highlights themes and a recognisable human spirit.…
Descriptors: Educational History, Educational Testing, Pandemics, War
Mouthaan, Melissa; Johnson, Martin; Greatorex, Jackie; Coleman, Tori; Fitzsimons, Sinéad – Research Matters, 2021
Inspired by the work of David Raffe and his co-authors who set out the positive benefits gained from comparing the policies of "the UK home nations" in an article published in 1999, researchers in the Education and Curriculum Team launched a project in early 2020 that we called Curriculum Watch. The aim of this project was to collate a…
Descriptors: COVID-19, Pandemics, Foreign Countries, Educational Policy
Elliott, Gill – Research Matters, 2021
Many lives have been turned upside down by the coronavirus pandemic and school-aged students are no exception. The closures of schools and disruption to learning will have an impact as they go forward in their lives. In this article, I set out the various school year groups in England who have seen both their learning disrupted and other…
Descriptors: COVID-19, Pandemics, Disease Control, School Closing
Benton, Tom – Research Matters, 2021
Assessment reliability can be affected by various types of unforeseen events. In any such circumstances where a concern is raised that the reliability of assessment is lower than usual, our natural inclination is to allow extra leniency in grading to reduce the chances of students missing out on a grade they deserve. This article shows how, by…
Descriptors: Test Reliability, Grades (Scholastic), Student Evaluation, Academic Standards
Benton, Tom – Research Matters, 2021
Computer adaptive testing is intended to make assessment more reliable by tailoring the difficulty of the questions a student has to answer to their level of ability. Most commonly, this benefit is used to justify the length of tests being shortened whilst retaining the reliability of a longer, non-adaptive test. Improvements due to adaptive…
Descriptors: Risk, Item Response Theory, Computer Assisted Testing, Difficulty Level
Rushton, Nicky; Vitello, Sylvia; Suto, Irenka – Research Matters, 2021
It is important to define what an error in a question paper is so that there is a common understanding and to avoid people's own conceptions impacting upon the way in which they write or check question papers. We carried out an interview study to investigate our colleagues' definitions of error. We found that there is no single accepted definition…
Descriptors: Definitions, Tests, Foreign Countries, Problems
Coleman, Victoria – Research Matters, 2021
Social studies is a subject discipline which has had significant dispute over a range of areas. There is much variation in how social studies is conceptualised, in terms of both terminology and definition, as well as in what subject content it is considered to encompass and how it is structured and organised. This article examines the various ways…
Descriptors: Social Studies, Educational History, Curriculum, Definitions
Jellis, Chris; Williamson, Joanna; Suto, Irenka – Research Matters, 2021
While there has been considerable interest in the effects of the COVID-19 pandemic and school closures on children, with so-called "learning loss" a particularly salient concern (Kuhfeld & Tarasawa, 2020; DfE, 2021; Weidmann et al., 2021, p.9), rather less attention has focused on the wellbeing of teachers and school leaders.…
Descriptors: Well Being, Teaching Experience, COVID-19, Pandemics
Williamson, Joanna; Suto, Irenka; Little, John; Jellis, Chris; Carroll, Matthew – Research Matters, 2021
For many students, the closing of schools caused serious upheaval in their studies. The advent of widespread schooling at home is commonly believed to have placed great burdens on individual students who often had to take much more responsibility for their own learning than they had done previously. There was a much greater reliance on technology,…
Descriptors: Secondary School Students, Student Attitudes, Learning Experience, Comparative Analysis
Shaw, Stuart; Crisp, Victoria; Hughes, Sarah – Research Matters, 2020
The credibility of an Awarding Organisation's products is partly reliant upon the claims it makes about its assessments and on the evidence it can provide to support such claims. Some such claims relate to comparability. For example, for syllabuses with options, such as the choice to conduct coursework or to take an alternative exam testing…
Descriptors: Alternative Assessment, Comparative Analysis, Standards, Evaluation Criteria
Crisp, Victoria; Macinska, Sylwia – Research Matters, 2020
As part of continued efforts to ensure inclusivity in assessment, OCR has developed a set of accessibility principles for question design in GCSE Science examinations, which has been applied since 2018. The principles are intended to help ensure that all students can demonstrate their knowledge, understanding and skills to the best of their…
Descriptors: Foreign Countries, Exit Examinations, Science Tests, Test Construction
Bramley, Tom – Research Matters, 2020
The aim of this study was to compare, by simulation, the accuracy of mapping a cut-score from one test to another by expert judgement (using the Angoff method) versus the accuracy with a small-sample equating method (chained linear equating). As expected, the standard-setting method resulted in more accurate equating when we assumed a higher level…
Descriptors: Cutting Scores, Standard Setting (Scoring), Equated Scores, Accuracy
Benton, Tom – Research Matters, 2020
This article reviews the evidence on the extent to which experts' perceptions of item difficulties, captured using comparative judgement, can predict empirical item difficulties. This evidence is drawn from existing published studies on this topic and also from statistical analysis of data held by Cambridge Assessment. Having reviewed the…
Descriptors: Test Items, Difficulty Level, Expertise, Comparative Analysis
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