2012 Gcse English Results
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| Author | : Great Britain: Parliament: House of Commons: Education Committee |
| Publisher | : Stationery Office |
| Total Pages | : 140 |
| Release | : 2013-06-11 |
| Genre | : Education |
| ISBN | : 9780215058904 |
The 2012 GCSE English results prompted significant controversy, which ultimately resulted in an application for judicial review. This report sets out the background to these events and identifies lessons to be learned. The problems with GCSE English can be traced back to the 2007-09 development phase of the qualification- in particular the turbulence which resulted from the shift away from a mostly linear to a modular system, combined with a high proportion of controlled assessment and generous marking tolerances. Exam board experts raised concerns at the time, but these were not acted upon by the regulator (the then-interim Ofqual). Further difficulties arose because of pressures from the school accountability system. The problems experienced with GCSE English in 2012 highlighted serious weaknesses in the moderation of speaking and listening, with consequences for grade awarding. The current status of Ofqual, as an independent regulator accountable to Parliament, is the right one. However, the Coalition Government is bringing in wholesale changes to GCSEs and A levels, to a tight timetable and at the same time. Ofqual must have systems in place. The Committee is also concerned that there is a rush towards separate exam systems for England, Wales and Northern Ireland, without careful reflection on what might be lost, or consensus that this is the right thing to do.
| Author | : Anthony Seldon |
| Publisher | : Cambridge University Press |
| Total Pages | : 645 |
| Release | : 2015-03-19 |
| Genre | : Political Science |
| ISBN | : 1316299848 |
The British general election of May 2010 delivered the first coalition government since the Second World War. David Cameron and Nick Clegg pledged a 'new politics' with the government taking office in the midst of the worst economic crisis since the 1930s. Five years on, a team of leading experts drawn from academia, the media, Parliament, Whitehall and think tanks assesses this 'coalition effect' across a broad range of policy areas. Adopting the contemporary history approach, this pioneering book addresses academic and policy debates across this whole range of issues. Did the coalition represent the natural 'next step' in party dealignment and the evolution of multi-party politics? Was coalition in practice a historic innovation in itself, or did the essential principles of Britain's uncodified constitution remain untroubled? Fundamentally, was the coalition able to deliver on its promises made in the coalition agreement, and what were the consequences - for the country and the parties - of this union?
| Author | : John Gardner |
| Publisher | : Routledge |
| Total Pages | : 235 |
| Release | : 2017-10-02 |
| Genre | : Education |
| ISBN | : 1317282000 |
Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with ‘high stakes’ outcomes such as university entry or selection for employment. When the individual’s results do not chime with their or their teachers’ expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be organized in highly co-dependent relationships that include reliability, validity, human judgment, and errors, and the uses and interpretations of the various types of assessment. No-one could reasonably argue that the principles and complexities of educational assessment should be core learning in public education, but there is a growing realization that trust in the UK assessment system is under some threat as the media and others sensationalize or politicize any problems that arise each year. This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. This book was originally published as a special issue of the Oxford Review of Education.
| Author | : M. Finn |
| Publisher | : Springer |
| Total Pages | : 226 |
| Release | : 2015-02-20 |
| Genre | : Education |
| ISBN | : 1137491515 |
Michael Gove was, unquestionably, a pivotal figure in British educational reform during his time as the coalition's Secretary of State for Education. This team of experts, drawn from academia, think-tanks and trade unions, offer an unrivalled early assessment of the impact of Gove, and his reforms, on the British educational landscape.
| Author | : Great Britain: Parliament: House of Commons: Education Committee |
| Publisher | : The Stationery Office |
| Total Pages | : 52 |
| Release | : 2014-03-12 |
| Genre | : Social Science |
| ISBN | : 9780215069429 |
In this report the Education Committee recommends that children in care should be found residential homes in their own areas and local authorities should ensure that they have enough suitable placements to make this possible. The Committee was concerned at the number of children being placed in homes far from their own communities and families, and the Government should look at the impact of introducing a 20 mile limit on placements to increase incentives on local authorities to develop more facilities. It is also a matter of great concern that children are being placed in homes located in unsuitable and dangerous areas. The Government must act if its latest reforms do not adequately address this problem. The report also calls for: better training and development of the workforce in children's homes to ensure that staff and managers have the skills and outlook to create a culture which promotes the safety and welfare of children living in them; a national protocol that allows children's homes to deal with incidents of challenging behaviour to avoid the over-criminalisation of children; children to be given a greater role in selecting residential care workers.
| Author | : Helen Proctor |
| Publisher | : Springer |
| Total Pages | : 219 |
| Release | : 2014-09-09 |
| Genre | : Education |
| ISBN | : 3319087592 |
This book is the outcome of a colloquium series organized by The University of Sydney in which leading and emerging researchers were invited to name what they took to be the deep flaws at the heart of contemporary educational and policy and practice in Australia and globally — to voice their potentially ‘heretical’ views on what most urgently needs to be done. The chapters in this collection are paired to offer two takes on each topic, from supplementing to critiquing to countering and most points in between. The issues addressed in this volume include: the place of education in national and international marketplaces, mass testing and standardisation, the future of ‘multiculturalism’ in schools, the public funding of private schools, the complicated relationship between evidence and policy and the shifting politics of inequality. This book is based on the idea that recognising deep disagreements on big issues is a necessary accompaniment to imagining and developing productive ways forward.
| Author | : Great Britain. Parliament. House of Commons. Education Committee |
| Publisher | : The Stationery Office |
| Total Pages | : 88 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 0215081188 |
The landscape of schooling in England has been transformed over the last five years. Academy sponsorship has encouraged and facilitated the contribution of individuals not previously involved in education provision and laid down a challenge to maintained schools to improve or face replacement by the insurgent academy model. The development of outstanding Multi Academy Trusts like Ark and Harris offers an alternative system to the one overseen by local authorities while the unified Ofsted inspection regime and published performance data generally allows fair judgment of comparative performance. There is a complex relationship between attainment, autonomy, collaboration and accountability. Current evidence does not allow the Committee to draw conclusions on whether academies in themselves are a positive force for change. This is partly a matter of timing but more information is needed on the performance of individual academy chains. Most academy freedoms are in fact available to all schools and Committee recommends that curriculum freedoms are also extended to maintained schools.
| Author | : Christine Harrison |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 297 |
| Release | : 2023-10-19 |
| Genre | : Education |
| ISBN | : 1350288500 |
This book explores and builds on the extraordinary work of Professor Paul Black across assessment and pedagogy across the curriculum, including STEM, humanities and social science subjects. This book explores the influence that Black has had within educational settings focusing on interpretations of the work and scholarship he has achieved across a range of settings and on the ways scholars, who have worked with him or been influenced by his ideas, have developed their research and teaching. The contributions are presented under three thematic sections, each of which reflects a set of shared educational concerns and values drawing on the natural and social sciences and developments in public policy. These concerns and values, with their emphasis on teacher assessment, provide a basis for a strategic, informed and coherent response to challenges in education, such as the cancellation of public examinations in the face of the Covid-19 pandemic.
| Author | : Great Britain: Parliament: House of Commons: Education Committee |
| Publisher | : The Stationery Office |
| Total Pages | : 78 |
| Release | : 2013-12-17 |
| Genre | : Education |
| ISBN | : 9780215065810 |
The Government needs to prove that it is serious about closing the attainment gap for disadvantaged children by setting out coherent, long-term thinking on early years and children's centres. Ministers should start by making clear the Government's strategy for realising its aspiration to put in place a highly qualified workforce with equal pay and status between early years teachers and those in primary schools. The Government also needs to be clear what children's centres should be offering and who they are for. The Committee identified three different types of centres but this is not reflected in current policy. They also found that the stated core purpose is far too vague and broad. The core purpose needs to focus on achievable outcomes and reflect the difference between centres, especially where they do not offer early education or childcare. Stronger accountability is needed for how well individual children's centres perform and, critically, for how effectively local authorities use children centres to improve outcomes for children in their areas. Closing children's centres should go ahead only after proper consultation and where alternative options have been considered. While some changes may make the network as a whole more effective, it should be up to local authorities to decide how best to organise and commission services. Funding pressures mean some targeting of services is inevitable but all families should be able to access the services they need and that universal services of some sort play a significant part in encouraging families to engage in the first place
| Author | : |
| Publisher | : |
| Total Pages | : 944 |
| Release | : 1993 |
| Genre | : Language and languages |
| ISBN | : |
