Workshops Manchester May 24th

1. Future of Assessment
There was broad support from the majority of delegates, for the changes to the examination system that lie ahead. Many delegates welcomed the proposed changes as a step in the right direction. However there were a number of issues raised that need to be addressed. In no particular order these were:

• The impact on teaching and learning particularly if exams are provided on demand.
• The speed of the changes and the effect on public confidence.
• The concentration on maths, English and ICT
• There will need to be training for staff to deliver both the content and the assessment models
• How this is to be rolled out nationally needs to be made explicit, along with the resources to deliver it.
• New models of assessment need to be introduced to support the introduction of functional skills. The ICT skills of the teaching force need to be developed so that all staff can contribute to an individual candidate's skills.
• The gulf between HE & FE needs to be considered.
• Coursework seen as an issue in some subjects.

2. E-Assessment and E-Marking
There was a mixed reaction to the rapid developments taking place in this area. On the one hand it was felt that e-assessment and e-marking had clear and demonstrable benefits to both learners and centres. There are also a number of benefits to assessors, since much of the administrative drudgery is taken out of the system by the machinery. However, it was also felt that e-marking poses problems for assessors in that it can become a monotonous way to mark. The necessary hardware was often expensive to install and had to be borne by the assessors. It was felt that the technology must be the servant of the assessment system and not its master. Concerns expressed, in no particular order were:

• Exams that are assessed on line must be fit for purpose. The difficulty in setting appropriate questions, particularly for "A" levels was of concern.
• There was concern about the changes to the type of questions asked. They tended to be linked to assessment needs rather than the needs of the learner and differing styles of learning.
• There was concern that creativity in the learner would become stifled.
• Health and safety issues caused some concern, both for assessors and for learners.
• There were concerns over funding and equitable access to hardware of a similar standard for all candidates, regardless of ethnicity or background. There was also a concern about the requirements to fulfil the Disability Discrimination Act and allow access arrangements to those candidates who need them.
• There were concerns over secure access in centres and access to a reliable system of computers. Validity was also raised as an issue, as was security, effective invigilation and the need for rigour.
• A planned and timed roll out of such assessment was felt to be important, with training and resource seen as key issues.
• There were expressions of concern relating to the cultural and religious resistance to the use of the internet.

3. Professional support
The professional support of the IEA was broadly welcomed as a development whose time had come. Many of the products and services requested, such as a forum area, professional training, a termly magazine, national conferences and the opportunities to network in regions have already been anticipated.

However, there were further issues raised which were, again in no particular order:

• Some delegates challenged the proposed fee structure.. The IEA must make clear "What's in it for me."
• The independence of the IEA was seen as crucial to success.
• Many delegates welcomed the possibility of corporate membership.
• The IEA must not become too exams focussed, but must focus on assessment in its widest sense.
• The delivery of CPD as well as information was welcomed.
• The IEA was seen as a welcome vehicle to share good practice and resources.

G. Herbert
24/05/06