Эпизоды
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What is the future of assessment? How big a part will technology play? And what headway is already being made? Craig Barton speaks to Ben Stafford, AQA’s head of assessment design, and head of research and development Ruth Johnson about the strategies that might be considered for future exams. Dimitrios Georgalis is a maths teacher at Leeds City College, and Darren Coogan is curriculum Lead for GCSE Maths at Peterborough Regional College, they tell Craig how they use innovative technologies in the classroom.
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How does online marking of exam papers work? What processes make marking is accurate and consistent? And what tools are markers given to ensure quality control? Pete Hawcroft, AQA’s head of marking, tells Craig Barton how each question paper is marked. Craig also meets Juliet Park, director of languages for a West Yorkshire trust. She discusses innovative alternatives to traditional classroom marking.
Take a look at the most common marking myths: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-EP7-MYTHBUSTING.PDF
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Пропущенные эпизоды?
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How is malpractice investigated? And how can school staff and students help in the process? Bill Johnston and Lalita Handford are both exams integrity leads at AQA; they talk through how potential cases of malpractice reach them, who investigates, and what kind of resolutions cases can come to.
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What is exam malpractice? Can it differ from deliberate cheating? And how is tech changing what constitutes malpractice? Richard Taylor, AQA’s Head of Exams Integrity, and Louisa Fyans, Head of Exams Integrity and Inspection, tell Craig Barton exactly what both teachers and students need to be aware of. St Martin’s Catholic Academy exams officer Jessica Hickey also explains how she keeps her colleagues vigilant during exams season.
Test your knowledge of malpractice with our quiz: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-EP6-QUIZ.PDF
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Who writes exam questions? And how does the process ensure the integrity of exams? Craig Barton talks to AQA’s Assessment Banking Manager Oli Woodfield, and Engagement and Communications Lead Jenni Midgley about how question papers are created. Ellie Upton is a science teacher at Chace Community School in Enfield; she explains how her team creates robust mock exams.
Visit Exampro to find out more about creating tests from previous question papers: https://www.exampro.co.uk
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Why are some exam questions written in context? And how do writers make sure those contexts won’t advantage certain students over others? Mike, one of AQA’s Lead Assessment Writers for GCSE Physics, tells Craig Barton how he comes up with interesting contexts, and Laurie Luscombe, a maths teacher at The Blue Coat School in Oldham, explains how he cleverly teaches them in the classroom.
The British Library teaching resources: https://www.bl.uk/teaching-resources
20 ideas for enriching students' cultural capital: https://www.teachitenglish.co.uk/resources/ks3/20-teaching-ideas-for/planning-and-assessment/20-ideas-for-enriching-students-cultural-capital/35070
The National Theatre teaching resources: https://www.nationaltheatre.org.uk/learning/schools/secondary-and-fe/resources
The National Portrait Gallery teaching resources: https://www.npg.org.uk/learning/digital
Science Museum teaching resources: https://learning-resources.sciencemuseum.org.uk/resources/?keystage=ks4
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What makes an assessment valid? What factors can undermine that validity? And how do exams validly assess the whole grade range 1-9? Craig Barton gets the answers from AQA’s Director of Assessment and Curriculum Dave Mellor. Plus, Julia Smith, a teacher trainer and former maths teacher, explores how to motivate and prepare students for resits.
Our tips for avoiding common pitfalls in exams: https://filestore.aqa.org.uk/resources/mathematics/AQA-8300-POSTER-TIPS.PDF
Post-16 one year resit seminar: https://www.aqa.org.uk/resources/mathematics/gcse/mathematics-8300/plan/prepare-to-teach-post-16-one-year-resit-webinar
National numeracy video: https://www.youtube.com/watch?v=pDP-ZYAxFbs&feature=youtu.be
Basic skills questions (All About Maths): https://allaboutmaths.aqa.org.uk/basicskillsquestions
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What is standardisation? How are examiners trained to mark exams? And should we be standardising our own marking in the classroom and within departments? Craig Barton learns about the standardisation process with Ian White, AQA’s preparation and support manager, and preparation coordinator Jo Harland. Plus, former head of English Ryan Wilson explains how he feels marking class work differs from marking assessments.
Improve your marking with teacher online standardisation: https://www.aqa.org.uk/inside-exams-podcasts/series-2-episode-2/improve-your-marking-with-teacher-online-standardisation
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How do exam boards review their assessments? When do reviews happen? And what kind of amendments are made for future exams? To help answer some of these questions, Craig Barton talks to Georgina, AQA’s assessment design manager, chair of examiners for biology Michelle, and head of curriculum for history Eoin. Louisa Cotterill, Alcester Academy’s head of humanities, then looks at the ways data can be used to monitor classroom progress throughout the year.
How we create question papers: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-E1-QP.PDF
How we continuously improve our assessments: https://store.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-S2-E1-CI.PDF
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Teacher Craig Barton is back with series two of Inside Exams, the podcast that gives you an access all areas pass to snoop around behind the scenes at AQA. He’ll be meeting the people who write and mark your students’ exams, as well as pioneering teachers, to get answers to all the questions you ponder throughout the school day.
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What is a relationship manager? How can they help you review the past exam series and prepare for the coming year?
AQA’s Nick Sandeman talks through how many schools he visits in a day, what data he can provide you with, and why you’re bound to get more out of a friendly face to face chat than a quick email.
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As the new school year begins, what measures are taken behind the scenes to ensure the start of term is as smooth as possible for teachers?
AQA’s Head of curriculum maths, Head of Resource Management, Product Development Manager, Director of Markets, Curriculum Support Manager for Modern Foreign Languages, and Events Planner all explain how what they do helps prepare schools for a successful academic year.
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Results day - what goes in to making it happen? AQA’s head of marking, customer engagement manager, team leader of order and results, and head of curriculum religious studies talk through their roles before, during, and after results day. Plus, they reminisce on how they felt picking up their own results.
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Multiple choice question myth-busting!
Series one of Inside Exams might be over, but before we launch into series two, we’re sharing some extra behind the scenes insights with you. First, Craig Barton puts some common myths about multiple choice questions to AQA senior researcher Zeek Swiery.
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Which subjects see a gender imbalance in exam entries? And what can be done by both exam boards and schools to help redress the balance?
Steve Kenny, AQA’s head of curriculum computer science, tells Craig Barton how exam boards can help improve the gender balance in some subjects, and Edgehill University’s Dawn Hewitson explains how cross-subject collaboration can help encourage minority gender students into certain subjects.
Watch our video on overcoming gender disparity in the classroom: https://www.youtube.com/watch?v=Pji4aiH0WiU
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How are mark schemes written? What are the different types of mark schemes? And how can you make use of mark schemes in the classroom?
Craig Barton meets AQA Assessment Design Manager Suzanne Oates to find out what examiners consider when they write mark schemes, and history teacher Carmel Bones shares the fun classroom games she plays to familiarise her students with them.
The anatomy of a mark scheme: https://filestore.aqa.org.uk/content/inside-exams/AQA-INSIDE-EXAMS-EP7-ANATOMY-MARK-SCHEME.PDF
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What happens at an awarding meeting? Who are the people deciding on grade boundaries? Gill, a chief examiner at AQA, takes us behind the scenes on a busy day of awarding, explaining what information and techniques she and her colleagues use to set grade boundaries each year.
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How are grade boundaries set? Why aren’t they set until after the exam? And how do statistics combine with human judgement to award grades?
Craig Barton asks Lesley Meyer, one of AQA’s senior researchers, what factors are considered in setting grade boundaries, and MFL teacher Jane Wood explains how her school managed to get their tiering decisions right.
Myth-busting grade boundaries: https://www.aqa.org.uk/inside-exams-podcasts/episode-6/myth-busting-grade-boundaries
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How does the EPQ help students transition from A Levels to higher education? What transferable skills allow them to hit the ground running at university? And should your student choose to create an artefact or a report?
Southampton University’s Learn With Us Transition Leader, Dr Emma Thompson, talks through the evidence that shows just how useful doing an EPQ can be both in getting students into university, and allowing them to thrive once there.
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What is the Extended Project Qualification? How can students build their self-directed study skills, explore their passions and get credit for it?
Jennifer Obaditch, AQA’s Head of Curriculum Projects, enlightens Craig Barton about how the EPQ can help students with their A-levels and university studies, as well as telling him about some of the most impressive projects she’s come across. Craig also meets Julie Greenhough, who coordinates the EPQ at St Benedict’s, to find out how they implement it.
Watch our video with an EPQ student: https://www.youtube.com/watch?v=Z6s8_tE_JdU&t=12s
Read more research into the EPQ and students' performance: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/rm-23/
https://www.tandfonline.com/doi/full/10.1080/02671522.2017.1302498
https://www.cambridgeassessment.org.uk/Images/178062-predictive-validity-of-level-3-qualifications.pdf
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