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Best practice in access arrangements made for England's General Certificates of Secondary Education (GCSEs): where are we 10 years on?

Best practice in access arrangements made for England's General Certificates of Secondary Education (GCSEs): where are we 10 years on?
Best practice in access arrangements made for England's General Certificates of Secondary Education (GCSEs): where are we 10 years on?
Ten years after an original survey, this article reports findings from a 2017 survey of secondary school staff involved in school‐based management of GCSE examination access arrangements. A total of 263 respondents, including specialist assessors and SENCos, explained their views on the manageability and fairness of processes for GCSE examination access arrangements. While the perceived fairness of GCSE access arrangements has increased, a majority of respondents do not consider current processes to be manageable at the school level or equally fair to students. However, almost two‐thirds of respondents would support some extension of access arrangements or use of technological assistance on the basis of student need. The researchers recommend promotion of partnership between the qualifications regulator, awarding bodies and schools; enhanced shared understanding of the purpose, place and limitations of access arrangements; and use of a school‐based protocol to manage roles and resource requirements for the organization of access arrangements.
1467-8578
Woods, Kevin
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James, Abi
861b6a52-1b90-42ca-8aa8-632ca2784079
Hipkiss, Amanda
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Woods, Kevin
5badb03d-596f-4a29-8331-3b38c23d2d36
James, Abi
861b6a52-1b90-42ca-8aa8-632ca2784079
Hipkiss, Amanda
e07c96d7-be9d-4752-8aab-e090ccccfb12

Woods, Kevin, James, Abi and Hipkiss, Amanda (2018) Best practice in access arrangements made for England's General Certificates of Secondary Education (GCSEs): where are we 10 years on? British Journal of Special Education. (doi:10.1111/1467-8578.12221).

Record type: Article

Abstract

Ten years after an original survey, this article reports findings from a 2017 survey of secondary school staff involved in school‐based management of GCSE examination access arrangements. A total of 263 respondents, including specialist assessors and SENCos, explained their views on the manageability and fairness of processes for GCSE examination access arrangements. While the perceived fairness of GCSE access arrangements has increased, a majority of respondents do not consider current processes to be manageable at the school level or equally fair to students. However, almost two‐thirds of respondents would support some extension of access arrangements or use of technological assistance on the basis of student need. The researchers recommend promotion of partnership between the qualifications regulator, awarding bodies and schools; enhanced shared understanding of the purpose, place and limitations of access arrangements; and use of a school‐based protocol to manage roles and resource requirements for the organization of access arrangements.

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Best practice in access arrangements made for England GCSE Author Version 2018 - Accepted Manuscript
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Accepted/In Press date: 20 May 2018
e-pub ahead of print date: 27 August 2018

Identifiers

Local EPrints ID: 423379
URI: http://eprints.soton.ac.uk/id/eprint/423379
ISSN: 1467-8578
PURE UUID: ebcf731c-dc13-4303-bb7a-704382fbfe81

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Date deposited: 21 Sep 2018 16:30
Last modified: 11 Mar 2022 05:08

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Contributors

Author: Kevin Woods
Author: Abi James
Author: Amanda Hipkiss

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