This report presents findings from the independent evaluation of the impact of changes to A levels and GCSEs in England. At A level, these changes were introduced to all subjects except mathematics in September 2008. The changes included a move from six units to four for the majority of subjects, the introduction of greater stretch and challenge at A2, and the introduction of the A* grade. From September 2009, changes were introduced to GCSEs in all subjects except English, mathematics, ICT (information, communication and technology) and the sciences. Changes to GCSE English, mathematics and ICT were introduced in September 2010. At GCSE, controlled assessment and unitised assessment were common aspects of the new specifications. The report follows three rounds of fieldwork with case-study centres and wider stakeholder groups designed to ascertain their understanding and perceptions of the changes, and their attitudes towards them. It builds on findings from the statistical data reported on in spring 2011, and reports on early indications of the impact of the changes and the issues that have arisen. Download PDF from DfE website

This report is the second of seven formative evaluation reports on the pilot of the linked pair of GCSEs in mathematics. The linked pair of GCSEs in mathematics qualifications are ‘methods in mathematics’ and ‘applications of mathematics’. The two qualifications together cover the entire Key Stage (KS) 4 programme of study (PoS) for mathematics and contain some additional content. Neither qualification by itself covers the full KS4 PoS. A new single GCSE in mathematics was also developed for first teaching in September 2010 – the single qualification is ‘nested’ in the pair. A final, summative evaluation report will be presented in December 2013. Download research brief from DfE website or Download Full report from DfE website

This report provides interim findings from the independent evaluation on the impact of changes to A levels and GCSEs in England. The report follows two rounds of fieldwork with case-study centres and wider stakeholder groups. It builds on the baseline of statistical data developed in June 2010 and reports on early indications of impact and issues based on the understanding, perceptions and attitudes of centres and wider stakeholder groups. Download PDF from DfE website

This report reviews the current landscape of e-assessment in school education in England and Wales. It highlights the barriers and enablers that e-assessment consumers (schools and Local Authorities), stakeholders and suppliers face in relation to the uptake of e-assessment in both summative and formative settings. The project was funded by Becta, and undertaken by AlphaPlus between February and June 2010. The purpose of the review was to help shape advice to policymakers, practitioners and suppliers and develop future priorities and action plans. Download PDF

Functional Skills are focused on the practical skills in English, ICT and mathematics that allow individuals to engage confidently, effectively and independently in life, further learning and work. The intended added value of FS is that they equip people to apply English, ICT and mathematics in practical situations, choosing appropriate skills and techniques to solve problems. The functional skills pilot finished in August 2010. The learning from the pilot has helped to inform the development of the new functional skills qualifications, accredited by Ofqual, which have been available since September 2010. AlphaPlus worked with Tribal to produce this report. Download PDF from QCDA

The linked pair of GCSE qualifications are: ‘methods in mathematics’ and ‘applications of mathematics’. The two qualifications together cover the entire key stage (KS) 4 programme of study (PoS) for mathematics and contain some additional content. Neither qualification by itself covers the full KS4 PoS. This pre-pilot report is the first of seven formative evaluation reports on the pilot of the linked pair of GCSEs in mathematics. A final, summative evaluation report will be presented in December 2013. The pre-pilot report focuses on pre-pilot planning, preparation and communication; pilot centres’ state of readiness; and expectations of the impact, risks and issues of the linked pair of GCSEs in mathematics, as identified by centres and wider stakeholder groups before the first delivery of the pilot in September 2010. Download PDF from QCDA

The research investigates the current issues, market conditions and business case in relation to e-portfolio use solely for the purpose of collecting and managing evidence contributing to the award of a qualification (e-portfolios are used for a number of other purposes). The research also attempted, within the limitations of the time available, to address the potential for further development of this market and the drivers and barriers likely to influence that development . Download PDF

Becta engaged AlphaPlus to report on the use of technology for high stakes testing and to survey 20 FE providers to study their technical and organisational readiness to engage in e-assessment. e-Assessment is  an essential component of making learning relevant and engaging for 21st Century learners, and as a result, Becta wanted to ensure the effective use of technology in assessment and that barriers to this are understood, and that enablers and good practice are acknowledged and shared.

The report describes how colleges (in 2008) have been using e-assessment for at least three years, and are undertaking thousands of e-assessments alongside traditional assessment methods for a range of qualifications. Download PDF

The report describes a review of the efficiencies and cost savings that learning providers and Awarding Organisations can make as a result of implementing e-assessment for examinations, and the barriers they face in increasing the use of e-assessment. It finds that vocational qualifications tend to be offered with e-assessment far more commonly than General Qualifications. The main characteristics of qualifications which best lend themselves to e-assessment are: High volume of candidates, on demand not fixed period testing opportunities, and tests comprising computer marked objective questions. Download PDF

The glossary was commissioned by JISC and the Qualifications and Curriculum Authority (QCA) based on a review of all existing terminology as part of a wider programme of JISC activities designed to create a greater awareness amongst the JISC community of the characteristics, benefits and challenges of assessment delivered by ICT. The glossary contains definitions of around 750 terms, based on consultation with around 250 professionals involved in e-assessment. Download PDF from JISC.

This short report was written for Becta’s Emerging Technologies publication – it looks at the types of e-assessment in use, where they are used, and the main benefits and issues they bring.Download PDF