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SUMMARY:Footprints in the secret garden – Awarding Bodies’ engagement 
 with the curriculum - Tim Oates (Group Director\, Assessment Research and 
 Development\, Cambridge Assessment)
DTSTART:20100203T153000Z
DTEND:20100203T170000Z
UID:TALK22272@talks.cam.ac.uk
CONTACT:14709
DESCRIPTION:To what extent should awarding bodies be concerned about curri
 culum matters? If qualifications increasingly are seen as a means of contr
 olling and influencing the quality of education and training\, it is timel
 y to ask what kind of engagement awarding bodies should have with programm
 e content\, learning processes and other curriculum issues. Is maintaining
  a distance between assessment and learning healthy and appropriate or sho
 uld there be greater articulation between the two? Should awarding bodies 
 limit themselves to understanding the impact of assessment and moderating 
 negative 'washback effects' or actively manage a tighter relationship betw
 een qualifications and curriculum matters? Should the relationship be dete
 rmined solely by a technical concern to ensure coherence between assessmen
 t and learning or is there a moral component associated with educational a
 ttainment and progression? The presentation will argue that awarding bodie
 s stand in a complex relation with curriculum matters and occupy a crucial
  position in the system – one which is capable of mediating strongly com
 peting interests and pressures.
LOCATION:Cambridge Assessment\, 9 Hills Road\, Cambridge
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