/pdf/alfa-and-omega-in-student-assessment-exploring-identities-of-2nxq82z4qa.pdf

Alfa and Omega in Student Assessment. Exploring Identities of Secondary School Science Teachers

This article attempts to map the business and economics curriculum and explain some of the reasons for it being as it is; and to examine the number of students choosing to study the subjects and the ‘perceived relative value’ of studying economics and business studies. In 1988 a National Curriculum was introduced for all 5–16-year-olds in state schools in England but curiously neither business studies nor economics were mandatory subjects. In England, government education policy has influenced the development of the business and economics school curriculum in four main ways: first, in defining a core curriculum; second, in changes in school type; third, in the treatment of the academic/vocational divide; and, finally, in the development of a qualifications framework. With a new government elected, changes in education policy will therefore have an impact on the study of these subjects. We argue that while business and economics are very popular options for study by 14–19-year-olds, this area of the Englis...

Participation, Progression and Value Added: Business and Economics for 14-19-Year-Olds in England.

Outcomes–based assessment of physical sciences in the FET band

ABSTRACT This paper explores tensions between traditional and progressive conceptions of curriculum through Young and Muller’s ‘three scenarios for the future’ model. ‘Future 1’ is characterized by conservative transmissive pedagogy models focusing on traditional subjects; ‘Future 2’ is ‘forward-looking’ and concerned with generic competences often described in the form of learning outcomes, ‘Future 3’ is a knowledge-led curriculum focused on promoting epistemic access to powerful knowledge for all students. ‘Powerful’ knowledge is knowledge that provides students with the capability to analyse, explain, predict, evaluate and think about the world in ways that are beyond their personal experience. From September 2023, 15-year-old pupils in Poland began studying the new compulsory business and management subject as part of the revised national curriculum. This replaced the established subject of entrepreneurship which was in existence for 20 years (since the school year 2002/2003). This paper examines a range of questions that arise: How might business and management education, taught by essentially the same group of teachers, differ from entrepreneurship education? How might entrepreneurship education—or business and management education—equip students with powerful knowledge? Might the change prove to be a regression to ‘Future 1’ or an evolution to ‘Future 3’?

From entrepreneurship to business & management education. A fundamental curriculum shift or tinkering at the edges?

The main focus of this paper is assessment. It raises questions concerning the aims and purposes of testing and the means by which it is done. Assessment has four main roles: formative, to provide support for future learning; summative, to provide information about performance at the end of a course; certification, selecting by means of qualification; evaluative, a means by which stakeholders can judge the effectiveness of the system as a whole. For universities, the different roles of assessment can create tensions: awarding more first class degrees may indicate rising standards of teaching and learning or precisely the opposite. In the UK, universities have been criticised for not having marking and grading systems that are robust, whilst evidence from the Higher Education Statistics Agency revealed the number of first class honours degrees awarded in UK universities ranged from 21.1% in mathematical sciences to 4.1% in business and administrative studies and 3.7% in law. Even within institutions there ...

Assessing Using Grade-related Criteria: A single currency for universities?

One of the more challenging aspects of training teachers is demonstrating that assessment is a great deal more complex than simply marking students' work. It is necessary to show that assessment takes a number of forms, that it is used for a variety of purposes, and that it must be applied in a systematic and structured way in order to be effective. This article describes the techniques used at the Institute of Education, University of London, to encourage training teachers to look at assessment in a new way. The whole-year programme is outlined, but emphasis is placed on an introductory session held at the start of the course. Ostensibly a simple ice-breaking exercise, the game in fact demonstrates many of the pit-falls of assessment and brings to life terms that the trainees will encounter more formally later on in the course.

/pdf/eight-out-of-ten-isn-t-good-enough-challenging-teachers-2ipf8ujb6v.pdf

Eight out of ten isn't good enough: challenging teachers' perceptions of assessment

Poland: Teaching Economics Before, During and After the Transition

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Eight out of ten isn't good enough: challenging teachers' perceptions of assessment

Poland: Teaching Economics Before, During and After the Transition