Quality Assurance Issues in the Teacher-based Assessment of Students with Literacy Difficulties for Examination Access Arrangements

Sharon McMurray, Paul O'Callaghan, Claire McVeigh

Research output: Contribution to journalArticle

1 Citation (Scopus)
54 Downloads (Pure)

Abstract

This paper considers two major concerns centring on the Joint Council for Qualifications (JCQ) regulations for access arrangement and reasonable adjustments and qualifications for teachers who take on the role of Level 7 access arrangements assessor. Thus, the paper is divided into two parts. First, the JCQ 2017-2018 regulations are critically evaluated highlighting the areas of need for which greater clarity and more extensive detail is required in these regulations. The second part of the paper discusses the findings of research on teacher competence in test administration, scoring, and reporting. Drawing on evidence from the first stage of this research, McMurray, O'Callaghan, and McVeigh highlight the extensive formative process required to build a high-level skill set required for competent assessment involving the use of high level tests and also the specialist knowledge required to analyse and accurately report assessment findings to make recommendations for students with specific literacy difficulties.

Recommendations are provided both at policy and practice levels regarding the content of courses and the assessment involving the use of high level tests and also the specialist knowledge required to analyse and accurately report assessment findings to make recommendations for students with specific literacy difficulties.

The authors provide recommendations for test publishers, course providers, and assessors.
Original languageEnglish
Pages (from-to)3-16
JournalDyslexia
Volume24
Issue number1
Early online date03 Jan 2018
DOIs
Publication statusPublished - Feb 2018
Externally publishedYes

Bibliographical note

Paul left QUB-did not upload AM -other authors are Stranmillis -therefore not included in QUB REF

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