1. QUB/CCEA Research Symposium 2 nd May 2013 STUDENTS – THE ROLE OF KEY ACTORS IN QUALIFICATIONS REFORM Professor Jannette Elwood

2. NAVIGATING POLICY LANDSCAPES Proliferation Actors/Victims Enactment Amnesia Memory Learning Environment Policy... Data from the CReST Study Baird et al, 2011 Elwood 2012 & 2013 Policy is struggled over, not delivered, in tablets of stone, to a grateful or quiescent population (Ozga, 2000, p.1);

3. SOURCES OF INEQUALITY IN EXAMINATIONS ( Gipps and Murphy, 1994; Elwood, 1995; 2005; Willingham and Cole, 1997 ) How equal are the opportunities? (Stobart et al, 1992) Coursework vs. examinations Tiered entry Linearity vs. modularity Modes of response / Construct demands of questions Style of assessments/examinations Use of context in examination items Subject content Other sources… handwriting, single vs. double award

4. ETHICAL IMPLICATIONS AT THE SYSTEM LEVEL (Baird and Lee-Kelly, 2009; Elwood, 2013; Hamp-lyons 1997; Oates, 2007; Shohamy, 2001) Do all our decisions bring about good things? (Warnock, 1998) Misuse of assessment systems for political ends Instability of system through mass change Wash-back on teaching and learning Risk associated with one choice over another Adverse consequences for children and young people of ‘live’ changes Consequences of the integrity of systems

5. CHILDREN’S RIGHTS FRAMEWORK FOR ASSESSMENT (Elwood and Lundy 2010, P.347) Best Interests (Article 3 (1)) Non Discrimination (Article 2) Participation (Article 12) To what extent are children’s best interests a primary consideration? Will the decision have any adverse impact on any particular groups of children? Are children engaged with meaningfully throughout the decision making process?

6. QUALIFICATIONS REFORM IN NI: CONSULTATIONS Option 1 Retain GCSEs & A levels in line with England Option 2 Retain GCSEs and A levels but reflect educational and economy needs of NI Option 3 Develop new 14-16 qualifications for NI Develop new 16-18 qualifications for NI that retain features of A levels Option 4 ?Remove emphasis of high-stakes examinations at 16 ? Retain high-stakes examinations at 18

7. STUDENTS - POLICY ACTORS IN QUALIFICATION REFORM Dominate lives in schools Enjoyable if well prepared GCSEs in Year 9 – more assessment early on… Relationships with teachers can affect success… Modules – take the stress off Better opportunities for higher education and work Universities looking for ‘balanced’ individuals… Exams take over your life Positive influence on learning Won’t get far without right grades Having a mixture of exams and coursework – having a choice - its only fair… Exams – opportunities for external (i.e. neutral) assessment Significant players in the mediation of national qualifications systems rather than just subjects in their implementation (Elwood, 2012. p. 497) We’re doing exams for 4 years straight

8. STUDENTS: POLICY VICTIMS Confused about all the different qualifications What are our qualifications ‘worth’ Value of individual grades - the currency of A* Currency and Confusion Insulted that achievements downgraded Obtaining good grades in whatever qualifications is tough ‘Victims’ of grade inflation and ‘running just to stand still’ Easier and devalued? Exams being introduced ‘live’ – future success messed up – this is too high a price Impact on final grades could be considerable Exams need to be piloted – it’s a question of ethical practice Why us and why in situ?

9. ‘VOICELESSNESS’ – A ‘CULTURAL SHIFT’ NEEDED (ELWOOD, 2013) ‘real decision making’ Participation only attempted in low-risk (to adults) domains Qualifications reform ‘high risk’ Disempowerment in influencing big decisions Policy decisions Range of assessment components available- issue of fairness Exactly those that are being removed (or considered for removal) in new systems Authorising ‘student voice’ Teachers as enablers - relationships between schools and awarding bodies Advocacy as equal stakeholders Awarding bodies – support and embed participation ‘Voicelessness’ Salience as stakeholders limited Views not meaningfully sought Power to influence restricted.

10. QUALIFICATIONS REFORM IN NI: CONSULTATIONS Option 1 Retain GCSEs & A levels in line with England Option 2 Retain GCSEs and A levels but reflect educational and economy needs of NI Option 3 Develop new 14-16 qualifications for NI Develop new 16-18 qualifications for NI that retain features of A levels Option 4 ?Remove emphasis of high-stakes examinations at 16 ? Retain high-stakes examinations at 18