Waddell (1978)

Notes on the text

Part I

Preliminary pages Contents, Membership
Chapter 1 Introduction
Chapter 2 Educational matters
Chapter 3 Structure of the examining system
Chapter 4 Cost
Chapter 5 Conclusions
Appendices

Part II

Preliminary pages Contents, Membership

Report of the Education Study Group (ESG)

Glossary, Introduction
Chapter 1 Feasibility of common exam system
Chapter 2 English
Chapter 3 Mathematics
Chapter 4 Science
Chapter 5 History
Chapter 6 Geography
Chapter 7 Modern languages
Chapter 8 Classics
Chapter 9 Commerce
Chapter 10 Social science
Chapter 11 Religious studies
Chapter 12 Craft design and technology
Chapter 13 Technical drawing
Chapter 14 Home economics
Chapter 15 Needlecraft and dress
Chapter 16 Art
Chapter 17 Music
Chapter 18 Further work
Appendix A List of witnesses
Appendix B Questions
Appendix C Statistics
Appendix D Joint examinations

Report of the Cost Study Group (CSG)

Chapter 1 Introduction
Chapter 2 Costs in 1976
Chapter 3 Costing a common system
Chapter 4 Changeover costs
Annexes

Report of the Steering Committee established to consider proposals for replacing the General Certificate of Education Ordinary Level and Certificate of Secondary Education examinations by a common system of examining

Chairman: Sir James Waddell CB

Presented to Parliament by the Secretary of State for Education and Science and the Secretary of State for Wales by Command of Her Majesty July 1978

London: Her Majesty's Stationery Office 1978
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Part I: Cmnd 7281-I
Part II: Cmnd 7281-II

Part II - ESG Report

Chapter 12 Craft, design and technology
[pages 59 - 60]

Introduction

194. Contemporary syllabuses reflect a move away from the traditional teaching of woodwork and metalwork, although there is still much straightforward teaching of these crafts in schools. The syllabuses have a central aim of giving boys and girls confidence in identifying, studying and solving problems with the use of materials; it is, therefore, generally seen as a necessity that assessment is based on courses making both general and specific demands on all pupils, and encouraging an individual response to unfamiliar situations.

195. This change of emphasis is to be seen in a number of current GCE and CSE syllabuses which incorporate papers requiring individual designing, with less emphasis on timed practical tests and more on teacher assessment of course work.

The evidence

196. Two joint examinations in craft and design were mounted. Discussions were held with the AEB/TWYLREB consortium and with subject interests. Further reference is made by number.

Table 11

The ability range

197. Both consortia considered that the entry to the examinations, although small, was typical of entries to craft subject examinations generally. Candidates of high general ability and girls of all abilities were not fully represented.

The syllabus and objectives

198. The aims and objectives of both examinations were clear. Scheme 1 in particular, in reflecting a new approach to course construction and examining, set out a statement of philosophy; this, although challenged in some quarters, was felt to offer adequate guidance to teachers in designing their own syllabuses. Further, the fact that an approach like that of 1 inherently requires individual response meant both that the topical needs of the subject are served and that, with appropriate assessment techniques, there is a proper chance of catering for the common 16+ ability range. Scheme 1 also led naturally into most modern design-based sixth form courses. The art specialists consulted were disappointed by the lack of mention of visual aesthetics or fashion and taste.

The examination and the ability range

199. It seems that the wide range of ability involved in the joint examinations does not necessarily add to the problems of setting appropriate questions. The most difficult area seems to be that of ensuring that questions are formulated in language which all pupils can understand or, if this is more helpful, through the use of good diagrams or photographs. In this respect there was some doubt about the suitability of the examinations for lower ability pupils. Teacher comment suggests that this group found difficulty in understanding the formal wording of the questions in 1, even though these were designed to be capable of answers at different levels. Scheme 2 was also unlikely to tax very able pupils sufficiently.

200. The assessment methods used were reasonably balanced although the formal testing of knowledge by 1 was underemphasised. Both examinations placed appropriate emphasis on course work, 2 awarding it one third of total marks and 1 one half. In the latter case all the work done by a candidate in the five terms preceding the examination was assessed internally. The remaining marks for 1 were awarded for a design and realisation paper (30 per cent) and a further written paper (20 per cent). Scheme 2 included a practical test piece initially, but this was made optional for 1975.

201. Most teachers felt that the internal assessment was a valuable part of the examination. Some problems did arise in course work assessment: although the guidance to teachers was mostly straightforward it was considered that some aspects could have been more fully covered. All course work assessment was moderated; as numbers were small this proved operationally possible. Alternative techniques might be necessary with larger numbers of candidates.

Marking and grading

202. The examiners were generally satisfied with each of the examination components and with their capacity to discriminate. There was a clear attempt to see all candidates as part of a continuum of ability.

Conclusion

203. There seems to be no reason why a common examination should not be produced for this area of the curriculum. Although teachers expressed some reservations about the ability of the least able candidates to comprehend fully the range of questions, the problem is capable of solution.

204. Schemes of assessment of the type used in the joint examinations and made up of an appropriate balance of internally and externally assessed elements are demanding of teacher time and effort and are expensive. However, the method is in line with current GCE and CSE work and is necessary for satisfactory assessment in this subject.