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Cambridge Assessment Network, 3 June 2008

T he relationship of Examination Boards with Schools and Colleges : a historical perspective Kathleen Tattersall, Chair, Ofqual . Cambridge Assessment Network, 3 June 2008. Early Boards:. University Links Guidance on standards Setting of syllabuses, examinations, responsible for marking

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Cambridge Assessment Network, 3 June 2008

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  1. The relationship of Examination Boards with Schools and Colleges : a historical perspectiveKathleen Tattersall, Chair, Ofqual Cambridge Assessment Network, 3 June 2008

  2. Early Boards: • University Links • Guidance on standards • Setting of syllabuses, examinations, responsible for marking • Emergence of School Certificate and GCE • Accountable to Universities • Teacher Involvement • On Board committees, Councils • Advisors on practical issues • (Later) trusted to assess their students • Consortium moderation

  3. CSE Boards: • “Teacher Control” • Guardians of standards • CSE Grade 1 = GCE O-level pass standards • Modes of examining • Board provided – Mode 1 • School provided – Mode 3 • Philosophical differences • Roles/relationships between teachers and Board officials • Teacher judgement and/or statistics • Regionalism • CSE and GCE

  4. Teacher Assessment: • Course work • Moderation • Consortium, inspection, statistical • Controls • Where have all the Mode 3s gone? • Training for assessment • Who provides, when, who pays?

  5. Radical changes to the system • National Curriculum Entitlement • National Standards • Fewer Awarding Bodies • Competition and Performance Tables • Shift of responsibilities from LEAs • Withdrawal of Universities • Greater control from Government and its agencies • National strategies and targets

  6. Whatever happened to professional engagement? • of Teachers • of LEAs • of Universities • of Awarding Bodies?

  7. Questions to be addressed? • How do we re-engage the professionals? • How do we underpin the quality of the system? • How do we engender public trust in the system?

  8. Public sector management • ManagerialismProfessionalism • Source of legitimacy Hierarchical authority Expertise • Goals/objectives Efficiency/profit Effectiveness/technical competence • Mode of control Rules/compliance Trust/dependency • Clients Corporate Individuals • Reference group Bureaucratic superiors Professional peers • Regulation Hierarchical Collegial/self-regulation • (Exworthy and Halford, 1999)

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