KS3 SATS scrapped in England

16 October 2008

This somewhat unexpected announcement was made this week. Tests for 14 year olds in maths, English and science have been scrapped. Given that many schools start their GCSE/level 2 courses at 13 now, especially in ICT, this might change radically the ways in which the middle years of secondary are organised. It may also affect students’ perceptions of assessment as they will not have had those high stakes external tests at 14.


Tutorial part 2

16 October 2008

I had a tutorial (by telephone) today with the other part of my supervisory team. An interesting model emerges that develops the earlier one:

What emerged was a clarity of vision: I am looking at

A how year 11 students perceive ICT capability and
B how the assessment system (at 16) perceives it.

My project is to define the difference between A and B and to suggest ways in which the two may be aligned.

What now emerges is the more sophisticated notion of a number of views of what ICT capability is, with some sort of Heideggeran absolute at the intersection. Thus there may be four views of what ICT capability is:

  • the view of the awarding bodies
  • the view of the students
  • the view of the education system (policy)
  • the observed view from research

Is there also then a Heideggeran absolute, autonomous view somewhere in the intersection of all these?

We also talked about the notions of perception and interpretation of the students view and came down to the question: How authentic and relevant does assessment feel to students? This, of course, has limitations as due to precisely because of the hermeneutical considerations of it the students’ view.

Building on the notion of the abstract view that would define assessment of ICT in absolute terms (and my stance which rejects this in favour of the diversity of views listed above), we then talked about the importance of the social cultural view in which students’ interpretations are coloured by their class, peer groups, families etc.

One final concept is the emergence of literature on assessment as learning and how the ‘teaching to the tests’ means that students are spoon fed and do not learn beyond the framework of assessment.