This short article notes the disruption to public examinations caused by the COVID-19 pandemic and resultant lockdowns. This provides a context to examine the way normreferencing controls the distribution of grades in England's test and examination system. This is viewed as 'the elephant in the exam room', something accepted, normalisedand hidden…

There are two major myths concerning A level exam standards in England. First, the Ancient Myth, which insists that standards were norm-referenced until the 1980s, when they transitioned to being criterion-referenced. Second, the Modern Myth, which insists that standards transitioned again, during the 2010s, to being based upon the comparable…

The comparability of examinations in different subjects has been a controversial topic for many years and a number of criticisms have been made of statistical approaches to estimating the "difficulties" of achieving particular grades in different subjects. This paper argues that if comparability is understood in terms of a linking…

This paper discusses technical issues related to methods of reporting the outcomes of graded tests, with reference to three existing schemes which exemplify differing graded test models. The models are designed for secondary school pupils and are operated in one or more Local Education Authorities in the South of England. (LMO)

In September 2005 the National Foundation for Educational Research (NFER) in association with the Department for Education and Skills (DfES), the Sutton Trust and the College Board, began a five-year research study to examine the validity of an aptitude test in higher education admissions. This report describes and explores the relationships…

Interviews with 48 British elementary teachers and assessment coordinators about level descriptions to evaluate students (summary statements of performance on the National Curriculum) found that communities of assessment practice have developed within schools but not more widely. Factors inhibiting growth include lesser status of teacher…

This article reports on the findings of a questionnaire survey of 142 educational psychologists from England and Wales on their approach to the assessment of children with learning and behavioural problems. Participants were asked to report on the frequency with which they used a variety of approaches to assessment, including interviews with…

Focusing on technical issues, this paper critiques proposed changes in assessment procedures at the further educational level (ages 16 through 18) in England and Wales. Major structural changes are taking place at this educational level, partly because of large scale youth unemployment. The two current examination systems for the final year of…

Explains the criterion-referenced assessments in an educational context that aim to give information about valued educational outcomes. Traces the ways criterion referencing has been applied in the course of its 30 year history. Discusses a framework for the analysis of criterion-referenced approaches and applies the framework to the National…

In an effort to meet the needs of a wider range of abilities in sixth-form students in England, their major and minor studies were combined with a program of general studies in curriculum working toward a Certificate of Extended Education (CEE). In summer 1974, the CEE experimental testing program was offered to students in the sixth form,…

Reviews the Standard Assessment Tasks used to evaluate pupil performance relative to the National Curriculum in England and Wales. Asserts that the system of assigning students to one of 10 levels of attainment is criterion-referenced, whereas the test is norm-referenced. (CFR)

This study of 272 13-year-old science students in England focuses on the effect of varied text and picture content on learning. A criterion-referenced objective items test was used to measure the effect of pictures on students of varying abilities and compare the effectiveness of traditional worksheet presentation and microcomputer presentation.…

Examined the effects of implementing the criterion-referenced assessment system on the views of year 10 students and teachers in 2 schools. Students and teachers were generally positive toward these methods of assessment. There was some sex bias in aspects of the system with females performing better on skill assessments than males. (MDH)