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SUMMARY:The effects of modular GCSE examinations on students’ outcomes\,
  motivation and workload - Dr Carmen Vidal Rodeiro\, Sylvia Green and Tim 
 Oates (Assessment Research &amp\; Development Division\, Cambridge Assessm
 ent)
DTSTART:20110202T153000Z
DTEND:20110202T170000Z
UID:TALK28385@talks.cam.ac.uk
CONTACT:Liz Ford
DESCRIPTION:As part of a recent reform in education\, GCSEs are now organi
 sed into modules which can either be taken at the end of the course in a l
 inear fashion or at different points throughout the course in a modular ap
 proach to teaching and learning.\n\nThe proponents of modular schemes have
  long argued for their advantages in terms of curriculum flexibility\, sho
 rt-term assessment goals\, regular feedback\, re-sit opportunities and inc
 reasing motivation for students. On the other hand\, critics of the modula
 r assessment claim that it leads to fragmentation of learning\, students e
 ntering examinations when not ready\, more teaching to the test and over-a
 ssessment. Furthermore\, it is also being claimed that GCSEs are becoming 
 less and less demanding\, which might lead to a diminution of trust in the
  qualification.\n\nThis seminar will present the findings from a research 
 project set out to investigate the above claims analysing students’ perf
 ormances and attitudes towards modularisation in two GCSE subjects. \n
LOCATION:Hughes Hall\, Mortimer Road\, Cambridge
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