Qualifications, examinations and assessment: views and perspectives of students in the 14–19 phase on policy and practice

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    Abstract

    This paper brings to the forefront students’ views on one of the most significant aspects of education in the 14-19 phase, specifically the qualifications, examinations and assessment they experience. In this respect the paper foregrounds students as ‘policy actors’, they are significant players in the mediation of national qualification systems rather than just subjects in their implementation. Data from a national dataset of focus groups with 243 students from the 14-19 phase is presented. Key themes are highlighted relating to young people’s experiences of qualifications, examinations and assessment at this stage of education in a context of continuous initiatives and change as well as the impact of students being on the receiving end of qualification reform in situ which can be confusing, unsettling and ultimately detrimental to future success.
    Original languageEnglish
    Pages (from-to)497-512
    Number of pages16
    JournalCambridge Journal of Education
    Volume42
    Issue number4
    DOIs
    Publication statusPublished - 2012

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