Evaluation of the North Lanarkshire curriculum flexibility project

This report highlights some of the very good practice about effective use of flexibility in the curriculum that is emerging. It describes how staff have engaged in innovative use of time in ways which have given pupils increased motivation to learn and encouraged them to become more independent learners and more effective collaborative workers. The important role of school managers in monitoring the impact of innovations in the curriculum is exemplified. This report also acts as a call to action for schools which still often adhere too rigidly to inflexible programmes of study. There remains a need for more imaginative leadership and further professional development of staff at all levels to ensure that full and appropriate use of the opportunities offered by Curriculum for Excellence are realised

Spelthorne College: report from the Inspectorate (FEFC inspection report; 37/97)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This is such a report for the period 1996-97

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

St Brendan’s Sixth Form College: report from the Inspectorate (FEFC inspection report; 49/96 and 13/00)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1999-2000

Cirencester College (FEFC inspection report; 04/94 and 68/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 (04/94), and 1997-98 (68/98). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. Cirencester College in Gloucestershire is a major provider of further education courses for the south-east region of the Cotswolds with a rapidly developing portfolio of courses for school leavers and adults