Diploma qualifications monitoring: findings from the scrutiny of level 2 and level 3 diploma constituent qualifications in 2010

In 2010, the Office of Qualifications and Examinations Regulation (Ofqual) monitored three new specifications in principal learning: Edexcel level 3 in Construction and the Built Environment; OCR level 3 in Information Technology; and VTCT level 2 in Hair and Beauty Studies. We also completed scrutinies of AQA-City & Guilds level 2 in Engineering; Edexcel level 2 in Society, Health and Development; and OCR level 2 in Creative and Media that were begun in 2009; and we conducted a scrutiny of AQA-City & Guilds level 3 extended project qualification. The findings from our monitoring of these qualifications are detailed in this report. In 2010, the number of candidates who entered the principal learning qualifications remained relatively small, and there was little evidence of candidate performance available at the higher grades. Centres and candidates are still adapting to the demands of these new qualifications, and awarding organisations are still establishing the standards. In general, we found that the scrutinised qualifications addressed the specification content and learning outcomes appropriately, and assessments were varied and challenging for the full range of candidates. However, there were a number of findings that related to each specification individually. These findings included opportunities to improve: the design of question papers and mark schemes; the guidance to centres and consortia; and awarding organisation procedures for the training of examiners and moderators, and for setting grades. We have required awarding organisations to agree appropriate action plans to address the issues raised by our monitoring. We will monitor the implementation of these action plans in future series

English language examination reform: International trends and a framework for Nepal

This chapter is based on desk research on examinations and their reforms globally. Although the chapter is about English language examination reforms, it draws on the literature related to general education where relevant. The chapter begins by exploring why governments reform school examinations. In particular, the chapter focuses on the external environment: political, educational and economic factors which influence the nature of school examinations in different ways (Shohamy, 2007). These factors are important because a combination of at least two of these factors or all are taken into account when a government decides to reform its school examination system. Having considered these factors, the chapter showcases case studies of examination reform in other countries from Africa (Kenya), Asia (Hong Kong SAR and Singapore) and Europe (Norway), drawing on the most current literature. How examination reforms were carried out in these countries, and their consequences and lessons learned are discussed. From these case studies, key issues for Nepal are identifi ed. In order to give the reader a perspective on the examination system in Nepal in relation to the other countries discussed, this chapter then briefly reports on the history of examination reform, particularly English language examinations in Nepal. After providing the context of the examination system in Nepal, the chapter makes a proposal for a framework of English language examination reform for Nepal based on research and current good practices. This section will specifically focus on what Nepalese education policy makers can do to reform examinations that have minimal negative consequences and how they can carry this out. Drawing on Shohamy (2007) and McNamara and Rover (2006), the proposed framework will discuss how it needs to consider the essential aspects of examination reform: stakeholder engagement, needs-basedness, links with the curriculum, intended and unintended consequences, and continuous research and development. Finally, a set of recommendations for Nepalese policy makers are made

Assessing context-based learning: Not only rigorous but also relevant

Economic factors are driving significant change in higher education. There is increasing responsiveness to market demand for vocational courses and a growing appreciation of the importance of procedural (tacit) knowledge to service the needs of the Knowledge Economy; the skills in demand are information analysis, collaborative working and 'just-in-time learning'. New pedagogical methods go some way to accommodate these skills, situating learning in context and employing information and communications technology to present realistic simulations and facilitate collaborative exchange. However, what have so far proved resistant to change are the practices of assessment. This paper endorses the case for a scholarship of assessment and proposes the development of technology-supported tools and techniques to assess context-based learning. It also recommends a fundamental rethink of the norm-referenced and summative assessment of propositional knowledge as the principal criterion for student success in universities

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement