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Improving Mathematics At Work by Celia Hoyles

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1Improving Mathematics At Work : The Need For Techno-mathematical Literacies

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  • Title: ➤  Improving Mathematics At Work : The Need For Techno-mathematical Literacies
  • Language: English

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2ERIC ED626053: What Do We Know About The Evidence Sources Teachers Used To Determine 2021 Teacher Assessed Grades? Research Report In Summer 2021, As Exams Could Not Take Place, GCSE, AS And A Level Grades In England Were Awarded By Teachers, In Accordance With Relatively Broad Official Guidance. This Guidance Stressed That Grades Had To Be Based On Evidence Of Candidate Work, Though What This Was, How Much Was Needed Or Where/when It Should Come From Were Not Tightly Specified. This Was To Deal With Variations In Teaching And Learning Across Centres As A Consequence Of The Variable Impact Of The COVID-19 Pandemic. The Quality Of These Teacher Assessed Grades (TAGs) Was Assured By Awarding Organisations By Sampling A Selection Of The Evidence Used. This Report Looks At Samples For GCSE Mathematics And English Language, To Try To Get An Understanding Of What This Evidence Looked Like At Different Centres, How It Varied, And How Different Centres Combined Evidence To Come Up With Final Grades. The Data Inspected Was Hugely Varied In Terms Of The Detail Centres Offered On What Evidence Was Used To Determine Grades And How It Was Brought Together. The Report Concludes That, While The TAGs Process Provided Assessment Outcomes To Candidates In What Was A Difficult Situation And That These Grades Were On The Whole Accepted By Stakeholders And Wider Society (at Least Compared To The Situation In 2020), There Are Questions About Comparability Of Standards Between Centres Because Of The Level Of Variation Found. The Report Ends With Four Recommendations For Improving Possible Future Teacher Assessment Processes To Enhance Consistency, Efficiency And Comparability Of Standards. [The Title On The Report Cover Differs From The Suggested Citation. Title On Cover: "What Do We Know About The Evidence Sources Teachers Used To Determine Teacher Assessed Grades? "]

By

In summer 2021, as exams could not take place, GCSE, AS and A level grades in England were awarded by teachers, in accordance with relatively broad official guidance. This guidance stressed that grades had to be based on evidence of candidate work, though what this was, how much was needed or where/when it should come from were not tightly specified. This was to deal with variations in teaching and learning across centres as a consequence of the variable impact of the COVID-19 pandemic. The quality of these teacher assessed grades (TAGs) was assured by awarding organisations by sampling a selection of the evidence used. This report looks at samples for GCSE Mathematics and English Language, to try to get an understanding of what this evidence looked like at different centres, how it varied, and how different centres combined evidence to come up with final grades. The data inspected was hugely varied in terms of the detail centres offered on what evidence was used to determine grades and how it was brought together. The report concludes that, while the TAGs process provided assessment outcomes to candidates in what was a difficult situation and that these grades were on the whole accepted by stakeholders and wider society (at least compared to the situation in 2020), there are questions about comparability of standards between centres because of the level of variation found. The report ends with four recommendations for improving possible future teacher assessment processes to enhance consistency, efficiency and comparability of standards. [The title on the report cover differs from the suggested citation. Title on cover: "What Do We Know about the Evidence Sources Teachers Used to Determine Teacher Assessed Grades? "]

“ERIC ED626053: What Do We Know About The Evidence Sources Teachers Used To Determine 2021 Teacher Assessed Grades? Research Report In Summer 2021, As Exams Could Not Take Place, GCSE, AS And A Level Grades In England Were Awarded By Teachers, In Accordance With Relatively Broad Official Guidance. This Guidance Stressed That Grades Had To Be Based On Evidence Of Candidate Work, Though What This Was, How Much Was Needed Or Where/when It Should Come From Were Not Tightly Specified. This Was To Deal With Variations In Teaching And Learning Across Centres As A Consequence Of The Variable Impact Of The COVID-19 Pandemic. The Quality Of These Teacher Assessed Grades (TAGs) Was Assured By Awarding Organisations By Sampling A Selection Of The Evidence Used. This Report Looks At Samples For GCSE Mathematics And English Language, To Try To Get An Understanding Of What This Evidence Looked Like At Different Centres, How It Varied, And How Different Centres Combined Evidence To Come Up With Final Grades. The Data Inspected Was Hugely Varied In Terms Of The Detail Centres Offered On What Evidence Was Used To Determine Grades And How It Was Brought Together. The Report Concludes That, While The TAGs Process Provided Assessment Outcomes To Candidates In What Was A Difficult Situation And That These Grades Were On The Whole Accepted By Stakeholders And Wider Society (at Least Compared To The Situation In 2020), There Are Questions About Comparability Of Standards Between Centres Because Of The Level Of Variation Found. The Report Ends With Four Recommendations For Improving Possible Future Teacher Assessment Processes To Enhance Consistency, Efficiency And Comparability Of Standards. [The Title On The Report Cover Differs From The Suggested Citation. Title On Cover: "What Do We Know About The Evidence Sources Teachers Used To Determine Teacher Assessed Grades? "]” Metadata:

  • Title: ➤  ERIC ED626053: What Do We Know About The Evidence Sources Teachers Used To Determine 2021 Teacher Assessed Grades? Research Report In Summer 2021, As Exams Could Not Take Place, GCSE, AS And A Level Grades In England Were Awarded By Teachers, In Accordance With Relatively Broad Official Guidance. This Guidance Stressed That Grades Had To Be Based On Evidence Of Candidate Work, Though What This Was, How Much Was Needed Or Where/when It Should Come From Were Not Tightly Specified. This Was To Deal With Variations In Teaching And Learning Across Centres As A Consequence Of The Variable Impact Of The COVID-19 Pandemic. The Quality Of These Teacher Assessed Grades (TAGs) Was Assured By Awarding Organisations By Sampling A Selection Of The Evidence Used. This Report Looks At Samples For GCSE Mathematics And English Language, To Try To Get An Understanding Of What This Evidence Looked Like At Different Centres, How It Varied, And How Different Centres Combined Evidence To Come Up With Final Grades. The Data Inspected Was Hugely Varied In Terms Of The Detail Centres Offered On What Evidence Was Used To Determine Grades And How It Was Brought Together. The Report Concludes That, While The TAGs Process Provided Assessment Outcomes To Candidates In What Was A Difficult Situation And That These Grades Were On The Whole Accepted By Stakeholders And Wider Society (at Least Compared To The Situation In 2020), There Are Questions About Comparability Of Standards Between Centres Because Of The Level Of Variation Found. The Report Ends With Four Recommendations For Improving Possible Future Teacher Assessment Processes To Enhance Consistency, Efficiency And Comparability Of Standards. [The Title On The Report Cover Differs From The Suggested Citation. Title On Cover: "What Do We Know About The Evidence Sources Teachers Used To Determine Teacher Assessed Grades? "]
  • Author:
  • Language: English

“ERIC ED626053: What Do We Know About The Evidence Sources Teachers Used To Determine 2021 Teacher Assessed Grades? Research Report In Summer 2021, As Exams Could Not Take Place, GCSE, AS And A Level Grades In England Were Awarded By Teachers, In Accordance With Relatively Broad Official Guidance. This Guidance Stressed That Grades Had To Be Based On Evidence Of Candidate Work, Though What This Was, How Much Was Needed Or Where/when It Should Come From Were Not Tightly Specified. This Was To Deal With Variations In Teaching And Learning Across Centres As A Consequence Of The Variable Impact Of The COVID-19 Pandemic. The Quality Of These Teacher Assessed Grades (TAGs) Was Assured By Awarding Organisations By Sampling A Selection Of The Evidence Used. This Report Looks At Samples For GCSE Mathematics And English Language, To Try To Get An Understanding Of What This Evidence Looked Like At Different Centres, How It Varied, And How Different Centres Combined Evidence To Come Up With Final Grades. The Data Inspected Was Hugely Varied In Terms Of The Detail Centres Offered On What Evidence Was Used To Determine Grades And How It Was Brought Together. The Report Concludes That, While The TAGs Process Provided Assessment Outcomes To Candidates In What Was A Difficult Situation And That These Grades Were On The Whole Accepted By Stakeholders And Wider Society (at Least Compared To The Situation In 2020), There Are Questions About Comparability Of Standards Between Centres Because Of The Level Of Variation Found. The Report Ends With Four Recommendations For Improving Possible Future Teacher Assessment Processes To Enhance Consistency, Efficiency And Comparability Of Standards. [The Title On The Report Cover Differs From The Suggested Citation. Title On Cover: "What Do We Know About The Evidence Sources Teachers Used To Determine Teacher Assessed Grades? "]” Subjects and Themes:

Edition Identifiers:

Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 49.53 Mbs, the file-s for this book were downloaded 17 times, the file-s went public at Wed Jan 22 2025.

Available formats:
Archive BitTorrent - DjVuTXT - Djvu XML - Item Tile - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Processed JP2 ZIP - Text PDF - chOCR - hOCR -

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Find ERIC ED626053: What Do We Know About The Evidence Sources Teachers Used To Determine 2021 Teacher Assessed Grades? Research Report In Summer 2021, As Exams Could Not Take Place, GCSE, AS And A Level Grades In England Were Awarded By Teachers, In Accordance With Relatively Broad Official Guidance. This Guidance Stressed That Grades Had To Be Based On Evidence Of Candidate Work, Though What This Was, How Much Was Needed Or Where/when It Should Come From Were Not Tightly Specified. This Was To Deal With Variations In Teaching And Learning Across Centres As A Consequence Of The Variable Impact Of The COVID-19 Pandemic. The Quality Of These Teacher Assessed Grades (TAGs) Was Assured By Awarding Organisations By Sampling A Selection Of The Evidence Used. This Report Looks At Samples For GCSE Mathematics And English Language, To Try To Get An Understanding Of What This Evidence Looked Like At Different Centres, How It Varied, And How Different Centres Combined Evidence To Come Up With Final Grades. The Data Inspected Was Hugely Varied In Terms Of The Detail Centres Offered On What Evidence Was Used To Determine Grades And How It Was Brought Together. The Report Concludes That, While The TAGs Process Provided Assessment Outcomes To Candidates In What Was A Difficult Situation And That These Grades Were On The Whole Accepted By Stakeholders And Wider Society (at Least Compared To The Situation In 2020), There Are Questions About Comparability Of Standards Between Centres Because Of The Level Of Variation Found. The Report Ends With Four Recommendations For Improving Possible Future Teacher Assessment Processes To Enhance Consistency, Efficiency And Comparability Of Standards. [The Title On The Report Cover Differs From The Suggested Citation. Title On Cover: "What Do We Know About The Evidence Sources Teachers Used To Determine Teacher Assessed Grades? "] at online marketplaces:


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