Authentic assessment: sustaining confidence in qualifications

1. Authentic assessment: sustaining confidence in qualifications Isabel Nisbet, Chief Executive 22 June 2010

2. Outline • About Ofqual • About authentic assessments • Malpractice in GCSEs and A levels • What Ofqual has done • Conclusions

3. About Ofqual • Established by Apprenticeships, Skills, Children and Learning Bill 2009 • Independent of Ministers – reports to Parliament • Regulates: • all qualifications except university degrees • statutory National Curriculum assessments

4. Ofqual’s five statutory objectives • Standards in qualifications • Standards in [National Curriculum] assessments • Public confidence • Awareness • Efficiency

5. Ofqual’s five statutory objectives • Standards in qualifications • Standards in [National Curriculum] assessments • Public confidence • Awareness • Efficiency

6. Standards in qualifications • “The qualifications standards objective is to secure that regulated qualifications – • (a) give a reliable indication of knowledge, skills and understanding …..”

7. Ofqual’s five statutory objectives • Standards in qualifications • Standards in [National Curriculum] assessments • Public confidence • Awareness • Efficiency

8. Public confidence • “The public confidence objective is to promote public confidence in regulated qualifications and regulated assessment arrangements”

9. Why plagiarism matters to Ofqual • Effect on standards • Effect on confidence (even very small numbers) • Effect on the majority of learners

10. Vision • As the independent regulator, Ofqual strives to secure qualifications, tests and assessments that are valued and trusted by learners, users and the wider public

11. Vision • As the independent regulator, Ofqual strives to secure qualifications, tests and assessments that are valued and trusted by learners, users and the wider public

12. Vision • As the independent regulator, Ofqual strives to secure qualifications, tests and assessments that are valued and trusted by learners, users and the wider public

13. Vision • As the independent regulator, Ofqual strives to secure qualifications, tests and assessments that are valued and trusted by learners, users and the wider public

14. About authentic assessments • Two types of authenticity: • Authentic contentof assessed tasks • Assessed tasks use the same knowledge, skills and competences as are the focus or purpose of the assessment • Compare “proxy” tasks, designed specifically for the test • Often points to work-based, or portfolios/projects V written exams or multiple choice tests • Authentic actor/author of assessed tasks • The person or groups being assessed are the same as those performing the tasks • The assumption about help or joint working in the test is the same as in the knowledge/skills/competencies being assessed.

15. Both types of authenticity matter • Authentic content ignoring the need for authentic actors can put standards and confidence at risk by uncontrolled portfolios or coursework • Obsession with the need to certify authentic authors/actors can lead to artificial, unrealistic tests, divorced from the real world in which the skills are to be applied.

16. Plagiarism in context Official figures very low Only available for academic qualifications and national curriculum tests Penalties applied to 0.03% of reported malpractice in GCSE and A level examinations (down from 0.06%) Around a quarter of these cases are for ‘copying from other candidates, collusion and plagiarism’ Ofqual uses these statistics intelligently. What is not reported? Research findings in HE – suggest upward trend

17. Plagiarism – the statistics (GCSE and A level only)

18. Ofqual’s focus Improvement – increase awareness and shared values Improvement – ability to detect plagiarism Create informed public confidence Education in values and conduct / change of culture, plus the enforcement of the regulations Naming and shaming bad practice

19. Addressing plagiarism GCSE, GCE, principal learning and project code of practice Agreed principles, processes and practices Awarding organisations to enforce in schools and colleges Statistics Malpractice in examinations Ofqual plagiarism guides Students (distributed over 50,000 copies) Parents / carers (distributed 25,000 copies) Teachers (distributed 13,000 copies) Exams doctor

20. Using sources - students How to use and acknowledge sources of information Find it! Information is easy to find online, but look for quality. Check it! Question the information you find. Credit it! Referencing is important.

21. Authenticity - teachers The issue of authenticity is not confined to HE. The guide helps to provide teachers with a framework for building upon the concepts of authenticity and attribution.

22. Avoiding Plagiarism – parents and carers Explain to parents: What plagiarism is Why do students plagiarise (deliberately and accidently) The penalties for plagiarism What parents can do to help

23. Controlled assessment Introduced by Ofqual in 2009 to replace “traditional” coursework Students complete coursework in a controlled environment Retains advantages of coursework but ensures that work is students’ own Helps to address issues of plagiarism and teacher or parent intervention in coursework Level of controlled assessment varies according between GCSEs Controlled assessment and plagiarism

24. Types of control

25. Control V realism • The right mix to achieve both kinds of authenticity

26. Three ‘Es’ for reducing dishonest practiceEDUCATION Education, or virtues, approach Develop students who understand what cheating is and reject it First line of defence against dishonest practice Codes of practice Institutional policy statements Open commitment Cultivate honest environment Promote correct approaches to acknowledging work of others Responsive Reflect all pressures and current situation

27. Some principles • Take both kinds of authenticity seriously • Education first • Robust detection second • Regulated assessments should support the best teaching and learning • Regulated assessments should command respect and confidence

28. Conclusions • Independent regulator – about standards and confidence • Two kinds of authenticity – both are important • Ofqual has produced guides and advice • Statistics are important – but also background research • We need systems that support assessment of the best =teaching and learning

29. Thank you www.Ofqual.gov.uk Isabel.nisbet@ofqual.gov.uk