Models of internal, school-based assessment: challenges and possibilities

Models of internal, school-based assessment: challenges and possibilities

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Models of internal, school-based assessment: challenges and possibilities

This paper summarises a number of studies that have explored the challenges posed by the need for reliable, valid and manageable internal assessment models. Research at Cambridge Assessment has investigated school-based assessment across a range of contexts including: coursework and controlled assessment, practical assessment across a range of subjects, and speaking and listening in Modern Foreign Languages (MFL). While skills such as creativity, communication, reflective thinking and independent learning are difficult to assess in traditional written examinations, they are fundamental to students’, futures (Suto, 2013, Tremblay and Le Bot 2003). Current reforms in England look likely to result in a reduction in the extent of internal assessment although it is expected to remain in subjects where it is the only way to assess key elements in those subjects. This paper provides an overview of research undertaken and discusses implications for the development of future assessment models. The challenge will be to learn lessons from the past and to develop effective, manageable models for the future.

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