Teacher Views on the Effects of the Change from Coursework to Controlled Assessment in GCSEs

Autor/inn/en	Crisp, Victoria; Green, Sylvia
Titel	Teacher Views on the Effects of the Change from Coursework to Controlled Assessment in GCSEs
Quelle	In: Educational Research and Evaluation, 19 (2013) 8, S.680-699 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2013.840244
Schlagwörter	Foreign Countries; Student Evaluation; Educational Assessment; Course Content; Teacher Surveys; Questionnaires; Teacher Attitudes; Teaching Methods; Attendance; School Administration; Plagiarism; Risk; Performance Based Assessment; Academic Achievement; Student Motivation; Knowledge Level; Skill Development; Scheduling; Faculty Workload; Certification; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Kursprogramm; Fragebogen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Anwesenheit; Plagiat; Risiko; Leistungsermittlung; Schulleistung; Schulische Motivation; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Disposition; Abschlusszeugnis; Zertifizierung; Großbritannien
Abstract	When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and ultimately to its replacement with "controlled assessments". This research investigated the effects of this change. A questionnaire was completed by 346 teachers across 6 subjects. Most teachers felt the risks of plagiarism are similar or have reduced. Two thirds of teachers reported that the introduction of controlled assessment has affected the way they teach, and around 60% feel it has affected the nature of the knowledge and skills learnt by students. There are reportedly practical challenges relating to timetabling, student absence, and increased administration. However, over 70% of teachers consider it "important" or "very important" to have some form of internal assessment in their subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10