This presentation will provide an account of the background, development and implementation of the Cambridge Pre-U.

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This seminar will consider the place of admissions testing, in the overall range of assessment options for Higher Education entry.

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In this talk Professor Coe will propose a structure for doing this. Examples will be given, together with a discussion of pros and cons of different approaches.

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In this presentation, Professor Jane Elliott will introduce some of the landmark research carried out using longitudinal evidence from the cohort studies, and examine some of the opportunities for future research as the studies develop.

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In this seminar a panel of key staff will discuss the issues surrounding comparability and will engage in debate with the audience about methods for establishing comparability, public understanding of the issues and directions for the future.

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A frequent claim of awarding bodies is that standards are comparable across assessments in different subject areas. And if they are not, the awarding bodies can make them comparable through appropriate statistical techniques, or so the argument goes. It is not surprising that in many countries such brave statements are received with suspicion and mistrust by the stakeholders.

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Assessment industry (awarding bodies) should refocus its activities on applied research and development in assessment methodology. The industry should produce assessment tools and professional development for teachers and a much slimmed down external verification service.

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How can we improve the quality of mark schemes and their use? Ayesha will outline a taxonomy of the kinds of mark schemes that are currently used in examining in the UK and discuss what makes a good mark scheme, based on the best practice observed in the study quoted above.

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This seminar will present the findings from a research project analysing students' performances and attitudes towards modularisation in two GCSE subjects.

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Research findings suggest that, due to a lack of appreciation for the rationale behind the modular system, no control of resits and the highly competitive nature of selection by universities, the resit policy has produced some undesirable effects when it comes to actual practice in sixth-form education.

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