your-viewsQualifications

Since 22 August 2012, SSAT has devoted significant energy and resource to the issues of assessment, qualifications and accountability.

SSAT has made every effort to ensure that the debates are held in a constructive and forward-looking light, and that the circumstances of the 2012 results are not confused with the aspirations of all to focus on a more rigorous assessment framework for which the objectives are better outcomes for children.

The first issue, that of the English GCSE results this year, has seen SSAT emerge as a key member of an alliance pursuing a suitable resolution and fair results for tens of thousands of young people. Hundreds of schools have contributed both anecdotal and statistical evidence; a national conference in September explored the lessons to be learned and SSAT has since committed to a legal challenge.

In the second debate, that of the review of existing KS4 (and KS5) qualifications and assessment methodologies, SSAT has engaged with hundreds of school leaders in regional forum debates and in a series of school-based twilight seminars.  SSAT has worked throughout this Autumn with its member schools, with academy chains and in on-line debates, to consider fundamental questions about the nature of assessment, about the qualifications society expects and needs, and about the government’s proposed reforms. There have also been expert focus groups with examination boards and leading thinkers, whose purpose has been to draw out some of the challenges and opportunities in this time of review and change.

SSAT has developed an extensive response to the government’s consultation questions and has published this to support schools in their consideration of the practicalities and implications of the proposals.

“Assessment is the silent killer of educational innovation and unless we rethink our approach to assessment, it’s going to be very difficult to make any meaningful change to our approach to education.”  Eric Mazur at SSAT’s National Conference 2012

Watch the full video here ..

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Achievement

Battistin, E. and Schizzerotto, A. (2012). Threat of Grade Retention, Remedial Education and Student Achievement: Evidence from Upper Secondary Schools in Italy (IZA Discussion Paper No. 7086). Bonn: Institute for the Study of Labor [online]. Available: http://ftp.iza.org/dp7086.pdf [January, 2013]. Website: Institute for the Study of Labor (IZA)

Weinhardt, F. (2013). Neighborhood Quality and Student Performance (IZA Discussion Paper No. 7139). Bonn: Institute for the Study of Labor [online]. Available: http://ftp.iza.org/dp7139.pdf [January, 2013]. Website: Institute for the Study of Labor (IZA)

Assessment

Herman, J. and Linn, R. (2013). On the Road to Assessing Deeper Learning: the Status of Smarter Balanced and PARCC Assessment Consortia (CRESST Report 823). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) [online]. Available: http://www.cse.ucla.edu/products/reports/R823.pdf [January, 2013]. Website: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

Naemi, B., Burrus, J., Kyllonen, P.C. and Roberts, R.D. (2012). Building a Case to Develop Noncognitive Assessment Products and Services Targeting Workforce Readiness at ETS (Research Memorandum ETS RM-12-23). Princeton, NJ: ETS [online]. Available: http://www.ets.org/s/workforce_readiness/pdf/rm_12_23.pdf [January, 2013]. Website: ETS

Vocational education and training

Corrigan, O. (Ed) (2013). Technical Matters: Building a High Quality Technical and Vocational Route through the Education System. London: Policy Exchange [online]. Available: http://www.policyexchange.org.uk/images/publications/technical%20matters.pdf [January, 2013]. Website: Policy Exchange

Eichhorst, W., Rodriguez-Planas, N., Schmidl, R. and Zimmermann, K.F. (2012). A Roadmap to Vocational Education and Training Systems Around the World (IZA Discussion Paper No. 7110). Bonn: Institute for the Study of Labor [online]. Available: http://ftp.iza.org/dp7110.pdf [January, 2013]. Website: Institute for the Study of Labor (IZA)

Muir, R. (2013). The Impact of League Table Reform on Vocational Education in Schools. London: Institute for Public Policy Research [online]. Available: http://www.ippr.org/images/media/files/publication/2013/01/league-tables-vocational_Jan2013_10247.pdf [January, 2013]. Website: Institute for Public Policy Research (IPPR)

 Educational outcomes

Dickson, M., Gregg, P. and Robinson, H. (2013). Early, Late or Never? When does Parental Education Impact Child Outcomes? (Working Paper no. 13/298). Bristol: University of Bristol, Bristol Institute of Public Affairs, Centre for Market and Public Organisation [online]. Available: http://www.bris.ac.uk/cmpo/publications/papers/2013/wp298.pdf [January, 2013]. Website: University of Bristol, Bristol Institute of Public Affairs, Centre for Market and Public Organisation

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