1) What are they? CA's are 'mini-exams' that are done as a response to work prepared in the classroom. They are the successor to coursework which has gone the way of the dinosaurs. (I don't mean turned into birds - though that may have been a kinder end to some of the stuff produced, paper aeroplane material is often in short supply)
2) Why they're good.
- CA does offer a solution to the (arguably) desirable element of 'ongoing assessment'.
- Students can be prepared for the assessment and then left to get on with it without distraction.
- They are also a solution to the coursework lag (students missing deadlines) that I for one will happily see go away.
- They are a better measure of a student's ability. Parents can't help in the CA room.
3) Why there are problems.
- Absence. I'm sitting supervising students who were not there for the assessment or were absent for a portion of it. This is the fourth such group of sessions this year.
- Potential for utter failure. Coursework allowed for an element of guidance. CA does not, once the assessment begins. It's best not even to look because the temptation to join in and correct is very strong. See my next point.
- Teacher involvement. It is an ideal that all schools have a level playing field for this. I am confident that we are handling the process utterly professionally - as will the majority of schools. It will not be the case in every school. This is unfair.
- Disruptions to the school calendar. We have had snow disruption to one set of CA's and funeral (of a teacher and students) arrangements disrupting the second. Neither of these are in our control, and are more important in many ways, but do disrupt the timetable for assessment.
- SEN support. It is hugely disruptive to have LSA's pulled off their classes to supervise and support CA students. It has been a nightmare to organise and room as well. I'm fortunate to have a supportive and professional SEN department to work with. Thanks.
These are all off the top of my head, and with more thought I could come up with more pros and cons but it does illustrate the issues.
This is only going to get worse
We are CAing with only two thirds of one year group. Next year it will be a whole year group and that same two thirds. Other subjects are beginning to come 'on-stream' with CA too. Multiply the problems above without adding any of the benefits and we're left with the potential for really tough decisions about how to run the CA programme.
Solutions
A whole school approach led by managers in the school looks increasingly necessary. I know that there have been some discussions on this matter already. We will not be able to manage things easily within department spaces eventually, so use of the 'big hall' exam might be the answer. The exam boards need to get together and take these concerns seriously. If they continue to pile more CA's into schools it doesn't necessarily increase the burden of assessment, but it does increase the burden of organising assessment.
So what now? I hope we can share good ideas about managing CA's, share some successes and (as this is the internet and moaning is almost a requirement) share our difficulties too.
End of a muse #1.
