Upper-secondary education student assessment in Scotland: A comparative perspective
Scotland's Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment s...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2021
|
| Schriftenreihe: | OECD Education Working Papers
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Scotland's Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options |
| Beschreibung: | 1 Online-Ressource (54 Seiten) |
| DOI: | 10.1787/d8785ddf-en |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV047928497 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220413s2021 xx o|||| 00||| eng d | ||
| 024 | 7 | |a 10.1787/d8785ddf-en |2 doi | |
| 035 | |a (ZDB-13-SOC)068284039 | ||
| 035 | |a (OCoLC)1312710512 | ||
| 035 | |a (DE-599)BVBBV047928497 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-384 |a DE-91 |a DE-473 |a DE-824 |a DE-29 |a DE-739 |a DE-355 |a DE-20 |a DE-1028 |a DE-1049 |a DE-188 |a DE-521 |a DE-861 |a DE-898 |a DE-92 |a DE-573 |a DE-19 | ||
| 100 | 1 | |a Stobart, Gordon |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Upper-secondary education student assessment in Scotland |b A comparative perspective |c Gordon Stobart |
| 264 | 1 | |a Paris |b OECD Publishing |c 2021 | |
| 300 | |a 1 Online-Ressource (54 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers | |
| 520 | |a Scotland's Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options | ||
| 650 | 4 | |a Education | |
| 650 | 4 | |a United Kingdom | |
| 856 | 4 | 0 | |u https://doi.org/10.1787/d8785ddf-en |x Verlag |z kostenfrei |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-033309991 | |
Datensatz im Suchindex
| _version_ | 1818805950941757440 |
|---|---|
| adam_text | |
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Stobart, Gordon |
| author_facet | Stobart, Gordon |
| author_role | aut |
| author_sort | Stobart, Gordon |
| author_variant | g s gs |
| building | Verbundindex |
| bvnumber | BV047928497 |
| collection | ZDB-13-SOC |
| ctrlnum | (ZDB-13-SOC)068284039 (OCoLC)1312710512 (DE-599)BVBBV047928497 |
| discipline | Wirtschaftswissenschaften |
| discipline_str_mv | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/d8785ddf-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nam a2200000zc 4500</leader><controlfield tag="001">BV047928497</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220413s2021 xx o|||| 00||| eng d</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/d8785ddf-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-13-SOC)068284039</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1312710512</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047928497</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-384</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-824</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-20</subfield><subfield code="a">DE-1028</subfield><subfield code="a">DE-1049</subfield><subfield code="a">DE-188</subfield><subfield code="a">DE-521</subfield><subfield code="a">DE-861</subfield><subfield code="a">DE-898</subfield><subfield code="a">DE-92</subfield><subfield code="a">DE-573</subfield><subfield code="a">DE-19</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Stobart, Gordon</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Upper-secondary education student assessment in Scotland</subfield><subfield code="b">A comparative perspective</subfield><subfield code="c">Gordon Stobart</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2021</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (54 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Scotland's Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">United Kingdom</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1787/d8785ddf-en</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033309991</subfield></datafield></record></collection> |
| id | DE-604.BV047928497 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:34:54Z |
| indexdate | 2024-12-18T19:02:01Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033309991 |
| oclc_num | 1312710512 |
| open_access_boolean | 1 |
| owner | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| owner_facet | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| physical | 1 Online-Ressource (54 Seiten) |
| psigel | ZDB-13-SOC |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Stobart, Gordon Verfasser aut Upper-secondary education student assessment in Scotland A comparative perspective Gordon Stobart Paris OECD Publishing 2021 1 Online-Ressource (54 Seiten) txt rdacontent c rdamedia cr rdacarrier OECD Education Working Papers Scotland's Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options Education United Kingdom https://doi.org/10.1787/d8785ddf-en Verlag kostenfrei Volltext |
| spellingShingle | Stobart, Gordon Upper-secondary education student assessment in Scotland A comparative perspective Education United Kingdom |
| title | Upper-secondary education student assessment in Scotland A comparative perspective |
| title_auth | Upper-secondary education student assessment in Scotland A comparative perspective |
| title_exact_search | Upper-secondary education student assessment in Scotland A comparative perspective |
| title_exact_search_txtP | Upper-secondary education student assessment in Scotland A comparative perspective |
| title_full | Upper-secondary education student assessment in Scotland A comparative perspective Gordon Stobart |
| title_fullStr | Upper-secondary education student assessment in Scotland A comparative perspective Gordon Stobart |
| title_full_unstemmed | Upper-secondary education student assessment in Scotland A comparative perspective Gordon Stobart |
| title_short | Upper-secondary education student assessment in Scotland |
| title_sort | upper secondary education student assessment in scotland a comparative perspective |
| title_sub | A comparative perspective |
| topic | Education United Kingdom |
| topic_facet | Education United Kingdom |
| url | https://doi.org/10.1787/d8785ddf-en |
| work_keys_str_mv | AT stobartgordon uppersecondaryeducationstudentassessmentinscotlandacomparativeperspective |