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The effects of modular GCSE examinations on students’ outcomes, motivation and workload

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  • UserDr Carmen Vidal Rodeiro, Sylvia Green and Tim Oates (Assessment Research & Development Division, Cambridge Assessment)
  • ClockWednesday 02 February 2011, 15:30-17:00
  • HouseHughes Hall, Mortimer Road, Cambridge.

If you have a question about this talk, please contact Liz Ford.

To register please contact the Network Team on thenetwork@cambridgeassessment.org.uk or 01223553846

As part of a recent reform in education, GCS Es are now organised into modules which can either be taken at the end of the course in a linear fashion or at different points throughout the course in a modular approach to teaching and learning.

The proponents of modular schemes have long argued for their advantages in terms of curriculum flexibility, short-term assessment goals, regular feedback, re-sit opportunities and increasing motivation for students. On the other hand, critics of the modular assessment claim that it leads to fragmentation of learning, students entering examinations when not ready, more teaching to the test and over-assessment. Furthermore, it is also being claimed that GCS Es are becoming less and less demanding, which might lead to a diminution of trust in the qualification.

This seminar will present the findings from a research project set out to investigate the above claims analysing students’ performances and attitudes towards modularisation in two GCSE subjects.

This talk is part of the Perspectives from Cambridge Assessment series.

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