The demise and downfall of ETS this summer has sadly led to the abandonment of KS3 tests, much to the delight, I've no doubt, of thousands of 14-year-olds, not to mention their schools and teachers.
Personally, I've never really understood what the schools and teachers had against KS3. From the pupils' point of view, they gave an indication of where they were in comparison to where they wanted to be in two years' time at GCSE. The scores achieved at KS3 were of no significance in themselves and were not recorded on UCAS forms, nor indeed did any future employer require, or want to see these results. Thus pupils received only a boost to their confidence or, possibly, a warning shot across the bows.
Schools, and all those who had access to the results, knew where the school was in relation to other schools. Many Heads, although they would not admit it, were not unduly worried if the KS3 scores were lower than might be expected. They could firstly blame the Primary schools, and, more importantly, in two years time they could claim credit for the "Value Added" when there was a vast improvement shown at GCSE. Whereas good KS3 scores meant less "Value Added".
However, I suppose I should stand by the title of my blog, even though I'm faced with a disappointing drop in income next summer. With that in mind, I have recently gone back to my ex-employer, Edexcel, and applied to do some on-line marking in February.
A few years ago I swore I would never again subject myself to the horrors of on-line marking. Those of my readers (are there any?) who have ever marked on-line will know what I mean.
For four years or so I tried to get into online marking but I'm afraid I found the whole process soulless, boring and irritating.
I missed the empathy one can achieve with a candidate when marking a complete script, some excellent and scoring very high marks, some with little aptitude for the subject but trying really hard to achieve something, and others whose despair overflowed into sad and desperate pleas to the marker.
Then there was the irritation of having to click on three blank pages and insert ten zeros in the appropriate boxes, when a candidate has omitted a complete question: or inserting ten ones when the candidate has scored full marks. When on a real paper a ringed nought or ten is sufficient.
And the deceit of the marker who, on coming across an "awkward" response requiring some thought in applying the mark scheme, simply logged off and marked a different question for a while, knowing that on return some one else would have taken the "awkward" question.
Then there was no longer a need to hold a standardisation meeting, with the chance to meet and interact with other markers, discuss the nuances of the mark scheme and meet one's team leader face to face.
I appreciate that the system is more efficient and less costly, but I for one was quite happy to add up marks and enter the total on the script and the mark sheets, and my checker enjoyed her role even though the board had not acknowledged the work of checkers for some years.
Thus, when I was offered some marking by another board involving "real" candidates submitting "real" scripts from "real" centres, I finally deserted Edexcel and have marked ALevels for Cambridge, winter and summer, ever since.
In fact, I am off to an Examiners' Meeting tomorrow and will spend the next six weeks or so considering the, often excellent, offerings of young mathematicians from Singapore.
Just heard I've been offered some marking on-line for February. Something to look forward to .... not!
a fridge in the garage
11 years ago