http://hdl.handle.net/2428/2500 Fri, 24 May 2013 03:20:22 GMT 2013-05-24T03:20:22Z http://hdl.handle.net/2428/6281 Title: Paperless Examinations Project Authors: CCEA Abstract: The Paperless Examinations Project was designed to address the issues, both pedagogical and technological, that CCEA and Edexcel were likely to face in implementing online examinations. The following report deals with the results of the first year of the project. While a timescale of three to four years is envisaged, it was agreed that the project would be planned in at least three phases and that the outcomes from each phase would be analysed prior to proceeding to the next stage and would be considered alongside general developments in assessment and technology. Mon, 01 Jan 2001 00:00:00 GMT http://hdl.handle.net/2428/6281 2001-01-01T00:00:00Z http://hdl.handle.net/2428/6280 Title: The Transition from GCSE Science to GCE A Level Science Authors: CCEA Abstract: The two-year research study was carried out by the Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA), starting in November, 1995. Its purpose was, firstly, given the range of GCSE Science courses available, to examine pupils’ experiences of the transition from Science at Key Stage 4 to the study of the separate sciences at Advanced Level. Secondly, the study sought to identify ways in which teachers were taking account of pupils’ different Science backgrounds in their teaching of A Level Science subjects. Thu, 01 Jul 1999 00:00:00 GMT http://hdl.handle.net/2428/6280 1999-07-01T00:00:00Z http://hdl.handle.net/2428/6276 Title: Advice to Minister of Education on changes to be made to the Northern Ireland Curriculum and its Assessment Authors: CCEA Abstract: This paper sets out the Council’s recommendations to the Minister on curriculum and assessment at each Key Stage. Each section is prefaced by a summary of the statistical outcomes. In the advice, the Council recommends that the proposals on which it consulted affecting primary schools and pre-school settings should now be implemented over a period of at least five years, subject to additional positive results emerging from the current Enriched Curriculum Pilot. These proposals include significant changes to the curriculum right through the primary phase and also to the nature and purpose of statutory assessment. Wed, 01 Jan 2003 00:00:00 GMT http://hdl.handle.net/2428/6276 2003-01-01T00:00:00Z http://hdl.handle.net/2428/4784 Title: Assessment in Secondary Schools Authors: ETI Abstract: This report presents the Inspectorate’s findings on the procedures and practice of assessment within schools in the secondary sector.In the main, the evidence for the report was gathered by District Inspectors(DIs) during planned district visits; in a few schools, the information was collected during a general inspection (GI). During the visits, Inspectors held discussions with the principal, members of the senior management team (SMT) and teachers; they observed a number of lessons and examined a sample of the pupils’ work. This report indicates that there is much sound practice in schools with regard to assessment and that, for many schools, aspects of assessment are a major priority in their development plan. Much time and effort are invested by teachers and schools in monitoring their pupils’ progress in respect of both statutory and internal assessment procedures. There is, however, room for improvement in a number of important aspects of provision and practice in assessment which, if addressed, offer the prospect of significant improvement in the quality and appropriateness of teaching and learning and, ultimately, in higher achievement by the pupils. Thu, 01 Jan 1998 00:00:00 GMT http://hdl.handle.net/2428/4784 1998-01-01T00:00:00Z