Digging for validity: developing new ways of assessing extra-curricular achievement

In 2008 a collaboration began between ACA (Access Cambridge Archaeology) and Cambridge Assessment, with an initial aim to see whether it would be possible to gain formal recognition from OCR of ACA’s ‘HEFA’ extended learning programme involving archaeological excavation.

In 2008 a collaboration began between ACA (Access Cambridge Archaeology) and Cambridge Assessment, with an initial aim to see whether it would be possible to gain formal recognition from OCR of ACA’s ‘HEFA’ extended learning programme involving archaeological excavation. It rapidly became clear that the way to achieve this was through refining the assessment of school pupils’ performance on the HEFA courses in order to give the full range of assessments more validity. Two particular challenges were inherent in this: Firstly, how to develop a valid assessment model for an extra-curricular activity whose greatest asset was the opportunity it provided for pupils to rise to the challenge of doing something difficult, new and different for its own sake and as a release from the grind of constant assessment within the curriculum. Secondly, how to assess ‘soft’ transferable skills such as team-working and creative thinking in ways that would be valid, and could be scaled up, in an activity that required high staff-pupil ratios. This seminar will present the progress that has been made on this, review the development of ideas about the type of recognition that could be achieved and plans for the future. It will also consider the wider implications of the work that has been done.

Register to tell a friend about this lecture.

Comments

If you would like to comment about this lecture, please register here.

©2003-2006 Niminim Limited. Created by

Any ad revenue is entirely reinvested into the Lecture List's operating fund