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Research Matters 35 - Foreword
Oates, T. (2023). Foreword. Research Matters: A Cambridge University Press & Assessment publication, 35, 4.
The brilliant 1999 paper “The case for ‘home internationals’ in comparative research” (Raffe et al., 1999) outlined just how rich could be the comparisons between Scotland, Northern Ireland, Wales and England. This remains salient and important. It forms a key part of the methodological background to and motivation for the four-nation study included in this issue of Research Matters, and also helps in resolving some of the policy dilemmas and conflicts raised by the “future of education” debates described in the final article here.
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Research Matters 35 - Editorial
Bramley, T. (2023). Editorial. Research Matters: A Cambridge University Press & Assessment publication, 35, 5.
The Covid-19 pandemic and its aftermath have prompted a lot of debate about the purpose of education and the role of assessment. All the articles in this issue touch more or less directly on these big themes.
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Creating Cambridge Learner Profiles: A holistic framework for teacher insights from assessments and evaluations
Suto, I. (2023). Creating Cambridge Learner Profiles: A holistic framework for teacher insights from assessments and evaluations. Research Matters: A Cambridge University Press & Assessment publication, 35, 6–26.
In this article we present an evidence-based framework of five interacting areas of teacher insight into educational success. This holistic framework comprises: (i) cognitive skills and capabilities, (ii) cross-curricular knowledge, skills and understanding, (iii) subject domain knowledge, (iv) teaching and learning environment, and (v) personal attributes. We argue that learner performance is highly integrated and researchers seek to understand it by disaggregating it. While this can be done in different ways, our framework is a useful organising instrument. Teachers can use it to combine numerical data from baseline and formative assessments with insights from observations, professional judgements, and discussions with learners, to structure actionable learner profiles and identify complementary teaching strategies.
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A conceptual approach to validating competence frameworks
Child, S., & Shaw, S. (2023). A conceptual approach to validating competence frameworks. Research Matters: A Cambridge University Press & Assessment publication, 35, 27-40.
This article provides a conceptual framework for considering both the theoretical and methodological factors that underpin the successful validation of a competency framework. Drawing on educational assessment literature, this article argues that a valid competency framework relates to an interpretive judgement of the credibility of the claims made. To establish a credible approach to competency framework validation, there is a requirement to align the purposes of the competency framework, the claims developers make concerning the uses of the framework, and evidence collection methods to substantiate or challenge these claims. This article concludes with a template of questions for competency framework developers to consider in determining the range of potential claims to be made concerning their framework, and in understanding competency framework users and contexts.
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Teachers’ and students’ views of access arrangements in high stakes examinations
Vidal Rodeiro, C. L., & Macinska, S. (2023). Teachers’ and students’ views of access arrangements in high stakes examinations. Research Matters: A Cambridge University Press & Assessment publication, 35, 41-59.
Access arrangements are pre-exam arrangements that aim to remove any barriers that might prevent students with specific needs from accessing the assessment and demonstrating their knowledge and skills. Access arrangements are not intended to change the assessment demand or reduce its validity.
Using a survey questionnaire, the present study reports on the views of 258 centres in eight countries around the world regarding teachers’ and students’ perceptions of access arrangements. The questionnaire included a mixture of closed and open-ended questions covering the following themes: awareness and provision of access arrangements; resources to provide access arrangements; views on access arrangements (including their usefulness, fairness, and perceived effectiveness of use); and overall views on access and inclusion.
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Who controls what and how? A comparison of regulation and autonomy in the UK nations’ education systems
Kreijkes, P., & Johnson, M. (2023). Who controls what and how? A comparison of regulation and autonomy in the UK nations’ education systems. Research Matters: A Cambridge University Press & Assessment publication, 35, 60-79.
In this paper we explore the concept of the middle tier in education systems, outlining how it is a crucial element that links high-level education policy to the practices that are carried out in schools. Reflecting on the similarities and differences in the profiles of the middle tiers of the four nations of the United Kingdom (UK), we observe how they are part of a complex educational ecosystem. While noting that there are variations in the profiles of the middle tiers we also highlight how they share some common functions that are key to mediating the way that policy links with schools. Using a four nations comparative approach to analyse the middle tier allows us a more nuanced understanding of how education policy works in general, but also how policy works in each particular national context.
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Assessment in England at a crossroads: which way should we go?
Leech, T. (2023). Assessment in England at a crossroads: which way should we go? Research Matters: A Cambridge University Press & Assessment publication, 35, 80-93.
Assessment policy in England is often of public significance. Assessments, especially GCSEs, A levels and their vocational equivalents, have significant stakes for candidates and wider society (including for school accountability and for selection to higher education). Such assessments are frequently critiqued. There has been little major (intended) assessment reform since early 2010s developments under Michael Gove. However, the Covid-19 pandemic has upended previous certainties about assessment. Consequently, a number of reports from educationalists and think tanks into how things might be done differently in the future have been published since 2020. In this article, I overview these reports, explore similarities and differences, and assess the policy changes they recommend. The ideas are explored in relation to four overarching themes: high stakes assessment at 16, the use of online or digital assessment, the number of subjects studied in each phase, and the relationship of academic to vocational study.
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Research Matters issue 35 - Research News
Bowett, L. (2023). Research News. Research Matters: A Cambridge University Press & Assessment publication, 35, 94-97.
A summary of recent conferences, reports, blogs and research articles published since the last issue of Research Matters.
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