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Historical Evolution of Examination Boards and Their Relationship with Educational Institutions

Discover the historical journey of examination boards and their ties with schools and colleges, from early university links to the establishment of national standards and governmental control. Explore the transformation of teacher roles, assessment methods, and professional engagement over time. Delve into the complexities of public sector management, balancing managerialism with professionalism and ensuring system quality and public trust. Examine the shifting dynamics among teachers, universities, awarding bodies, and educational agencies.

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Historical Evolution of Examination Boards and Their Relationship with Educational Institutions

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  1. The relationship of Examination Boards with Schools and Colleges : a historical perspectiveKathleen Tattersall, Chair, Ofqual Cambridge Assessment Network, 3 June 2008

  2. Early Boards: • University Links • Guidance on standards • Setting of syllabuses, examinations, responsible for marking • Emergence of School Certificate and GCE • Accountable to Universities • Teacher Involvement • On Board committees, Councils • Advisors on practical issues • (Later) trusted to assess their students • Consortium moderation

  3. CSE Boards: • “Teacher Control” • Guardians of standards • CSE Grade 1 = GCE O-level pass standards • Modes of examining • Board provided – Mode 1 • School provided – Mode 3 • Philosophical differences • Roles/relationships between teachers and Board officials • Teacher judgement and/or statistics • Regionalism • CSE and GCE

  4. Teacher Assessment: • Course work • Moderation • Consortium, inspection, statistical • Controls • Where have all the Mode 3s gone? • Training for assessment • Who provides, when, who pays?

  5. Radical changes to the system • National Curriculum Entitlement • National Standards • Fewer Awarding Bodies • Competition and Performance Tables • Shift of responsibilities from LEAs • Withdrawal of Universities • Greater control from Government and its agencies • National strategies and targets

  6. Whatever happened to professional engagement? • of Teachers • of LEAs • of Universities • of Awarding Bodies?

  7. Questions to be addressed? • How do we re-engage the professionals? • How do we underpin the quality of the system? • How do we engender public trust in the system?

  8. Public sector management • ManagerialismProfessionalism • Source of legitimacy Hierarchical authority Expertise • Goals/objectives Efficiency/profit Effectiveness/technical competence • Mode of control Rules/compliance Trust/dependency • Clients Corporate Individuals • Reference group Bureaucratic superiors Professional peers • Regulation Hierarchical Collegial/self-regulation • (Exworthy and Halford, 1999)

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