July 2008
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| CIEAMail, Issue 24 | July 2008 |
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Welcome Welcome to CIEAMAIL, the topical monthly members e-newsletter, carrying news and views from the Chartered Institute of Educational Assessors (CIEA). Content:
Institute News - CIEA and an Introduction to Assessment of the Diploma
Institute News - CIEA and an Introduction to Assessment of the Diploma On July 29th a number of CEAs met in London to explore and examine the issues surrounding the internal assessment of the diploma. Delegates were introduced to the structure of the diplomas and their separate lines of learning, the generic skills and additional and specialist learning. The roles, functions and responsibilities of consortium management teams, the lead assessor and the domain assessor within each consortium were outlined by staff from the National Assessment Agency (NAA) in conjunction with awarding bodies and the CIEA. The implications of this for internal assessment were discussed, as were the issues surrounding the external assessment and the important role of the exams officer in helping to create an effective administration within each consortium. Case studies were introduced and important issues surrounding the preparation of tasks for learners, for standardising and moderating across consortia as well as feeding back to learners and stakeholders and tracking learner attainments were discussed. A variety of alternatives was presented, dependent upon local circumstances and the specific line of learning.
The training and evaluation event for Chartered Educational Assessors took place at Warwick University on June 24th and 25th 2008. There were 26 participants from which a select number of individuals were chosen, 18 in total, to take part in the pilot scheme. Participants came mainly from the tertiary sector and included teachers, lecturers and self-employed consultants. The pilot scheme runs until spring 2009 and will measure the impact of a CEA on institutions in a variety of contexts. At the event, a member of CIEA staff outlined the current progress made with the Chartered Educational Assessor school based pilot and explained the likely general role of the CEA. Participants were placed into random teams for the remainder of the two days.
Following work within an institution, a CEA writes a summary report for the school. Here you will find examples of how work with a CEA progresses and the outcomes you are likely to see. The following case studies come from two separate primary schools and one secondary school. In all cases, schools report the experience as positive, supportive and professional, helping staff to develop their assessment skills.
In 2005, QCA received a government remit to revise GCSEs to bring them up to date and improve assessment and learning. The first step for QCA is to re-develop the GCSE criteria, which are the rules that awarding bodies must use when developing their qualifications. Revised criteria have been drafted for English subjects, mathematics and ICT and these are now open for consultation on the QCA website: Click here. The consultation comprises a questionnaire survey and it will be open until 30 September 2008. The final versions of the criteria, incorporating changes from the consultation, will be available on the QCA website by the end of December. First teaching on new English, ICT and mathematics specifications will be in September 2010.
Cadmo is a biannual scientific journal launched in 1993 and published by FrancoAngeli. Since 2007 it has been an ISI publication (listed in the Social Sciences citation index). AEA-Europe and Cadmo Board have entered into an agreement which provides for AEA-Europe to adopt Cadmo as the Association's journal and to distribute it to AEA-Europe members from 2008. AEA-Europe will edit one issue of Cadmo every two years. Invitation to Submit The special issue of Cadmo in 2009 will be the responsibility of AEA-Europe The issue will focus on Assessment and Accountability Across Europe. Accountability has been a growing purpose of educational assessment across Europe in the last 20 years. It can be applied to whole systems, to areas of a country, to schools, to universities and to individual teachers. Yet there are great differences between countries in their philosophies of accountability and in the methods adopted. This special issue gives an opportunity to reflect, review and consider the success and failure of the various systems operating within Europe within an integrated setting. Articles must be submitted by e-mail to the Lead Editor, Jo-Anne Baird, at Jo-Anne.Baird@bristol.ac.uk by 15 December 2008 at the latest. Submissions must be clearly labelled as submission for Cadmo Accountability Special Issue 2009. Late submissions cannot be considered.
The CIEA is pleased to announce that students studying towards their PGCE/B. ED/MA will have access to free membership. Newly Qualified Teachers (NQTs) will also be able to subscribe at a significantly discounted membership rate (£15) The CIEA believes that offering free membership to students and NQTs will enable them to gain access to the support and resources offered by the Institute to help them in their studies and roles as well as helping to develop their skills and capabilities on educational assessment. Studying Student Members that have already paid for their membership for the forth-coming year will receive a full refund within the next 7-10 working days. If you have any queries then please email info@ciea.org.uk.
Institute News - CIEA Research Database
The CIEA Membership Department is keen for you to check your online membership profile to ensure all the data we hold is 100% accurate and complete. All of the following information can be added or amended once logged-in to the CIEA website: - Mailing address We are also keen to hear about your particular assessment-related interest areas, so when you log into the website please click on the 'Amend interest area(s)' hyperlink located in the top right-hand corner of your screen (underneath the login box). Follow this link to login Follow this link if you have forgotten your username and/or password.
Institute News - Assessment Policy continued (Step 13 of 13) This final step sees you beginning the whole process again. The final step should have been predicted at the outset - agreeing the date for a review of the process and measuring the overall impact. The Review signals the start of the process at the beginning of the cycle.
The AfL strategy is designed to support schools in using assessment information to improve and plan provision, as well as improving the quality of the assessment process itself. Aimed primarily at teachers and school leaders, it sets out aims and objectives for each year, describing how the strategy will be delivered and giving details of the resources available to schools.
Do you know a truly exceptional teacher who has made an outstanding contribution to the lives of their pupils? We're asking you to help us find the ITV Teacher of the Year as part of the Daily Mirror Pride of Britain Awards. The two hour show will be screened on ITV1 on October 1st, hosted by Carol Vorderman. We want you to nominate the teacher that you believe has a unique and inspirational approach to their work. Of course almost all teachers are talented, hardworking and successful - but we want to hear about the ones that really stand out. It could be a Nursery Teacher, a Primary School Teacher or a Secondary School Teacher and they could work in state schools or private schools. They might be specialists - travelling around the area teaching music, art, dance or drama.
CPD - Events and Training Course Calendar Each month the CIEA communicates educational assessment focused events and training courses that are taking place around the UK. The INGOTS Staff Development Courses The assessor model supports staff development and this can be used to get recognition through the Teacher Learning Academy (TLA) of the General Teaching Council for England. ICT Assessor Training Assessor training courses are arranged on a regular basis at various geographical locations. If you are interested in becoming an assessor, sign up at click here. for the forthcoming courses or put your name and details on the course waiting list. We will use this to arrange courses as far as possible to suit the geographical location. In general, the course fee is £129 per delegate however, a discount of 15% is offered to CIEA members reducing the fee to £109.65. Communicate-ed Assessment related training courses: Communicate-ed is a company specialising in the training of education professionals who work in the area of special needs. The CIEA has negotiated a 15% discount for members. Please download the appropriate form for the Communicate-ed website Please return your application clearly marked 'CIEA discount' with your membership number. Please note that the discount only applies to the standard rate and cannot be used with any other offer. Training providers. Please contact info@ciea.org.uk if you would like to promote your courses within this section of CIEAMail. Members should be aware that the CIEA is only communicating these events to its members and not endorsing them.
Education Guardian, 2008 Exam cheats to be thwarted by gadgets Exam chiefs are employing an armoury of James Bond-style gadgets to crack down on teenagers cheating in their GCSEs and A-levels. The Edexcel exam board's hi-tech approach, including electronic tagging of question papers, deterred cheating pupils last year. As the exam season looms, the board is gearing up to introduce yet more gizmos worthy of James Bond's tech-savvy Q. Schools' names will be invisibly written within single letters of exam papers using "microtext", effectively watermarking them to prove they are genuine because the microtext cannot be photocopied.
Let us know what you think of the e-newsletter and any features you'd like to see in future issues. If you're feeling creative and would like to contribute an article, please send an email to info@ciea.org.uk. Until next time...
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