Issues of control and innovation:
the role of the state in assessment systems

Professor Lorna Unwin

Professor of Vocational Education, Institute of Education, University of London

An everlasting, unconsummated courtship? The State’s desperate attempt to involve employers in VET

This presentation will examine the role of employers in the design, organisation and delivery of vocational education and training (VET) programmes and qualifications in the UK. In many European countries, employers are central to the construction and sustainability of VET systems, but in the UK, many employers are either disengaged or have their views mediated through other stakeholders. Disengagement is at its most extreme in some work-based learning provision (including apprenticeship) in which employers play no part in the training and assessment of individuals whom they employ. Yet the UK is said to be following an employer-led approach to VET. The presentation will argue that whilst employers are central to the creation of high quality VET provision, government and other stakeholders need to address the capacity of employers to play such a role.

Isabel Nisbet

Acting Chief Executive Officer, Ofqual

The "ping" factor: what does it mean to maintain standards in composite qualifications?

Qualifications are increasingly modular or unitised – comprised of a number of separate elements, with the outcome of the qualification as a whole determined by the outcomes of the separate elements. When the required elements are completed, the outcome is automatic – the qualification mechanism goes "ping", and out pops the candidate's result, including his or her mark or grade. This description applies to modular GCSEs and A levels, to many vocational qualifications and to the new Diploma. It also lies at the heart of the Qualifications and Credit Framework (QCF).

Against this, there is an expectation that Ofqual, as an independent regulator of qualifications, will ensure that standards are maintained in qualifications as a whole. But what does it mean to maintain standards in qualifications where the qualification outcomes are pre-determined by unit outcomes? And what action can Ofqual take to make sure that standards are maintained?

Dr Abdulla Al Karam, Jameela Al Muhairi & Fatma Al Marri

Dubai Knowledge & Human Development Authority, Dubai

The role of international assessments and school inspections in the reform of education in Dubai

The Government of Dubai’s Knowledge and Human Development Authority (KHDA) has a similar charter to other education authorities to improve the learning outcomes for students and raise the standard of schooling. What makes our situation different is Dubai’s unique social and economic setting comprising a large and diverse expatriate population, a sizeable proportion of national students, a rich Arabic and Islamic heritage, and a firm resolve to develop the skills necessary for a future knowledge economy. From modest beginnings, a diverse and vibrant school system has developed with about 85% of students attending private schools that offer 13 different curricula to meet the needs of national and expatriate students.

KHDA has only been in existence since April 2007 and our charter sees us working alongside the federal Ministry of Education in overseeing Dubai schools. This discussion will explore the approach that KHDA has adopted to improve school performance and student outcomes. Our path has featured international assessments so that we know how the Dubai education system compares with other districts and countries and how different types of schools within Dubai perform in comparison with each other. Our path has also featured local inspections of each and every school in Dubai using specific quality criteria. These pathways form the basis of our approach towards educational reform of the Dubai school system by focusing on providing incentives for improving school performance and increasing accountability through making information publicly available.

Professor Mary James

University of Cambridge, Faculty of Education

Assessment in schools. Fit for purpose?

UK assessment systems have become increasingly complex. No longer are they simply designed to accredit the achievements of school pupils and contribute to their education; they are expected to serve an enormous range of other purposes, some of which are in tension with one another.

This seminar is based on a new Commentary recently published by the UK Assessment Reform Group in association with the Teaching and Learning Research Programme. The argument of this commentary is that politicians, policy-makers, educators, parents and the general public should be alert to the intended and unintended consequences of assessment policy decisions and initiatives, and ask whether the policies are truly fit for purpose.

Greg Watson

Chief Executive, OCR (Oxford, Cambridge & RSA Examinations)

Where do good qualifications come from?

Qualifications exist in a complex ecosystem. Learners, parents, teachers, school and college leaders, subject associations, universities and employers all have a legitimate interest in the shape of qualifications and successful qualifications balance those interests well. However, the last two decades in the UK have seen government and its agencies take an increasing role in regulating qualifications. Some argue that this is a natural consequence of the rising importance of education in public policy. Others argue that the emergence of a political interest into the process has upset the ecosystem, favouring the interests of particular stakeholders at the expense of others, and preventing the iterative improvement which creates sustainable and valued qualifications. Using case studies, this seminar weighs the arguments.

Sylvia Green, Matt Haigh, John Bell & Mark Shannon

Assessment, Research and Development Group, Cambridge Assessment

Working Outside the Regulatory Box: The Case of University Admissions Tests

In this session, we will discuss issues related to working outside the regulatory framework, in the context of university admissions tests.

The presenters are researchers in the Assessment, Research and Development Group of Cambridge Assessment, and have been involved in both development and research activities in this area.

There will be four contributions in this session, covering:

1. a brief rationale for working beyond the regulatory framework
2. the historical context of university admissions testing in England
3. working responsibly in an unregulated environment
4. university admissions testing – pros and cons of regulation

A number of questions will be raised by the presenters and we hope that this will result in lively discussion.

Tina Isaacs

Head of 14–19 Regulation, Ofqual

Why Do We Need Qualifications? A Comparison between the US and the UK

In the UK 14-19 education revolves around learners obtaining qualifications in order to progress to work, training, further and/or higher education. It seems for both 14 to 19 year olds and adults as well, that any course of study, whether it is History or Flower Design, is not worth pursuing unless there is a piece of paper – a qualification certificate – at the end of it. This qualifications mania is not shared throughout the world, and some systems, notably the US, have almost no qualifications at all for young people under the age of 19. This seminar will compare the two systems and ask the audience to engage in a debate about whether the UK system is preferable.

Dr John Allan

Policy Manager, Scottish Qualifications Authority

Issues of innovation and control in high stakes assessment in Scotland

As part of Scotland’s new Curriculum for Excellence teachers will take more responsibility for high stakes assessment for qualifications and will continue to have the opportunity to create their own assessments for this purpose. It is sometimes argued that in order to become a profession, teachers would have to take more control of professional knowledge like doctors and lawyers do and one of the main elements of teacher professional knowledge is assessment literacy, skills and values. Extensive CPD and peer support through processes of moderation is required to support this, but is this sufficient? Do teachers do trust themselves and each other with assessment for high stakes purposes?

Dr Anton A. Béguin

Director of Research, Cito Institute of Educational Measurement

Accountability in the Netherlands

Ideally, accountability indicators should be unobtrusive measures of the quality of education. However, there are multiple reasons why reality differs from this ideal. In this seminar the validity of accountability systems is discussed on the basis of examples from the accountability system in the Netherlands. The Dutch system is compared with other accountability systems and crucial characteristics are identified. Using discussion statements, the dilemmas and pitfalls in the design of an accountability system are introduced. The question is raised to what extent test results are crucial to valid accountability systems. Finally, the possible impact of different stakeholders on the validity of the system is discussed.