Issues In Setting Standards : Establishing Standards

The contributions in this book highlight a topical common educational theme - the model of outcomes-orientated standards in education. The authors share their experience and knowledge on the global preoccupation with quality control models that deal solel Book Cover......Page 1 Half-Title......Page 2 Title......Page 3 Copyright......Page 4 Contents......Page 5 List of Figures and Tables......Page 7 Introduction......Page 9 International Issues......Page 11 Introduction......Page 12 Goals 2000......Page 13 Performance Standards......Page 15 Outcomes-oriented Standards......Page 16 Setting Performance Standards......Page 17 Conclusion......Page 18 Introduction......Page 19 Scotland......Page 20 Northern Ireland......Page 21 Teachers’ Assessments......Page 22 Tests......Page 24 Quality Assurance and Control (Moderation) Procedures......Page 26 The Impact of Assessment on Teaching......Page 27 The Balance of Formative and Summative Purposes......Page 28 Conclusion......Page 29 References......Page 30 Introduction......Page 32 Availability......Page 33 International Currency......Page 34 Curriculum Development......Page 35 Grading Decisions......Page 36 Conclusion......Page 37 Introduction......Page 39 Evaluation......Page 41 Assessment......Page 42 Involving Learners in the Assessment......Page 44 Testing......Page 45 References......Page 47 Introduction......Page 49 The Benefits of Productive Comparison......Page 51 Understanding: The Case of the Uncomplicated Biscuit......Page 52 Comparability Assessments......Page 53 Comparison with Low Comparability......Page 55 Conclusion......Page 59 References......Page 60 National Issues......Page 61 Introduction......Page 62 Statistics......Page 63 Cross-moderation Studies at GCSE......Page 65 A Comparability Study in GCSE Geography Based on the Summer 1993 Examinations......Page 66 Statistical Review (1993 Examination Statistics)......Page 67 Syllabus Review......Page 69 Cross-moderation Study......Page 71 Scrutineer Performances......Page 73 Conclusion......Page 74 References......Page 75 Summary......Page 76 Introduction......Page 77 Standard-setting Procedures......Page 78 Policy-oriented Test-centred Procedures......Page 79 Data-oriented Test-centred Procedures......Page 80 Data-oriented Examinee-centred Procedures......Page 81 Applications to National Curriculum Assessment......Page 82 Recommendations for Composition of Panels of Experts......Page 84 Recommendations for Setting Cut-scores......Page 85 Conclusion......Page 86 References......Page 87 Introduction......Page 89 Progression......Page 90 Revised Curriculum......Page 91 Setting Standards......Page 92 Reference......Page 93 Chasing after Comparable Assessment Standards......Page 94 Satisfying the Need for Comparable Standards......Page 95 University Degree Standards Come Under Scrutiny......Page 96 Demonstrating the Comparability of University Assessment Standards......Page 98 The Way Ahead......Page 100 References......Page 101 Test Issues......Page 103 Introduction......Page 104 Criteria and Standards in the National Curriculum......Page 105 Structure of the Mathematics Tests at Key Stages 2 and 3......Page 106 Sampling the Curriculum......Page 107 Question Design: Interpretations of the Mathematics Curriculum......Page 108 Effect of Marks Distributions and Cut-off Scores......Page 110 Stability of Assessment Outcomes Within a Key Stage......Page 112 Effect of Tiering Arrangements......Page 113 Conclusion......Page 114 References......Page 116 Background......Page 117 Introduction......Page 118 The Purposes of Assessment......Page 119 Users of the Assessment System......Page 120 The Credibility of the Dual System......Page 121 Validity......Page 122 Reliability......Page 123 The Interpretation of Results......Page 124 Level Descriptions......Page 125 Conclusion......Page 126 References......Page 127 Introduction......Page 129 Science Curriculum......Page 130 Assessment Implications of Teachers’ Science Subject Matter Knowledge......Page 132 Assessment Implications of Teachers’ Attitudes Towards Investigatory Science......Page 133 Assessment and Progression in Pupils’ Conceptual Understanding......Page 136 Progression in the National Curriculum......Page 138 The Need to Develop Diagnostic and Formative Teacher Assessment......Page 140 Conclusion......Page 141 References......Page 142 Differentiation Through Point Marking Schemes......Page 144 Differentiation Through Levels of Response......Page 145 Differentiation in the National Curriculum Key Stage 3 Pre-tests and National Pilot......Page 147 Between levels 2 and 4......Page 148 Between levels 4 and 7......Page 149 Between levels 5 and 8......Page 150 Between levels 4 and 7......Page 151 References......Page 154 List of Contributors......Page 155 Index......Page 157 This Volume Addresses Three Research Issues Of National And International Concern: (i) The Setting Of Educational Standards Of Achievement; (ii) The Routes By Which Those Standards Are Obtained, And; (iii) Their Relative Comparabilities Well-respected, International Researchers Actively Involved In The Development Of Assessment Tests Offer Wide-ranging Points Of View On Educational Standards, Including National Curriculum Testing In Britain And The Comparability Of Standards Of Achievement Across A Global Range Of Countries. Questions Raised And Discussed Include: Is A Common Educational Standard A Possibility?; What Are 'international' Standards?; How Do British Standards Compare From School To Higher Education?; And Is It Possible To Compare Standards In Different British Higher Education Establishments? The Volume Has Been Arranged Into Three Categories For Ease Of Access: International, National, And Test Specific. Across These Categories, However, A Common Theme Emerges For Discussion - Namely, The Movement In Many Countries To Establish Outcomes-oriented Standards For Education. But Is This Becoming An Almost Global Preoccupation With Quality Control Models Concerned Solely With Outcomes At The Expense Of Processes? With A Number Of Interesting And Insightful Points Of View Proffered By Respected Researchers And Writers Working In The Field Of Educational Standards And Assessment, This Volume Represents A Broad Church, Crossing National And International Boundaries.--jacket. 1. Comparing Performance Standards In Education / John Townsend -- 2. Assessment Styles In The Home Countries / Wynne Harlen -- 3. Ensuring Comparability Of Standards In The International Baccalaureate / Ian W. Walker -- 4. Humanistic Education Requires Humanistic Assessment / Kari Smith -- 5. Comparison Without Comparability / Keith Drake -- 6. Comparing The Standards Of Examining Groups In The United Kingdom / Ben Jones And Peter Ratcliffe -- 7. Standard-setting Methods For Multiple Levels Of Competence / Dylan Wiliam -- 8. Seeing The Wood Through The Trees: Setting Standards In The National Curriculum / Colin Robinson -- 9. Firsts Among Equals: The Case Of British University Degrees / Roger Murphy -- 10. Threats To The Stability Of Reported Levels In The National Curriculum / David Dean -- 11. The Relationship Of Tests And Teacher Assessment In The Assessment Of English At Key Stage 3 / Annabel Charles And Andrew Watts. 12. Tests, Curriculum And Classroom Practice In Primary Science: Establishing Standards / Terry Russell -- 13. Mark Schemes And Levels Of Thinking In Geography / Peter Davies. Edited By Bill Boyle And Tom Christie. A Selection Of Papers From The Setting Standards: Establishing Comparabilities Conference Held September 1994. Includes Bibliographical References And Index.