What's the real impact of early entry for GCSE examinations?

06 September 2013

Our researchers presented a selection of our latest research at this year's British Educational Research Association (BERA) annual conference, which took place at the University of Sussex from 3 to 5 September. The presentations included:

  • Examining the impact of tiered examinations on the aspirations of young people
  • Early entry for GCSE – is it a good thing?
  • How can major research findings about returns to qualifications illuminate the comparability of qualifications? 
  • Beyond freshers’ week: An exploration of universities’ assessment practices and additional support lessons 
  • Controlled Assessment and Modern Foreign Language (MFL) speaking and listening: using a mixed methods approach to evaluate the effects of assessment arrangements 
  • Addressing the needs of non-native speakers entering English education at the secondary stage. 

A series of poster presentations revealed: an analysis of the changes that have accrued to accredited qualifications over the past twelve years; how overall reliability might be evaluated for a complex qualification (which won a prize for 'best poster'); and whether questions in A and AS Level economics exams elicit responses that reflect the intended construct.

Cambridge Assessment has supported the BERA annual conference for many years and during that time our researchers have presented papers and posters regularly. Like BERA, we believe that educational research plays a vital role in the continuous improvement of educational and assessment policies and practices. 

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