Designing end-of-year exams: trials and tribulations

Journal article

Matt Stanford, last updated: 11th October 2017

Since the decline of the National Curriculum Level Descriptions, schools in England have been asked to design their own forms of assessment at Key Stage 3. This had led to a great deal of creativity, but also a number of challenges. In this article Matt Stanford reflects on his department’s attempts to develop a rigorous end-of-year assessment. In doing so, his department had to reflect on their very rationale for assessing pupils. In particular, he elaborates on how his use of a Virtual Learning Environment (VLE) allowed him to ease the time pressure under which teachers work.

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Article taken from Teaching History 168: Re-examining History

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