You’re Welcome, Cambridge Assessment
It’s not often I can claim to be ahead of the trend. Pretty much never, to be honest. But this time I think I’ve managed it, and so I’m going to make sure all my readers, at least, know about it.
Recently the TES “exclusively reported” – which means other sites paraphrased their story and mentioned their name, but didn’t link – that Cambridge Assessment was considering ‘crowd-sourcing’ exam questions. This would involve teachers sending in possible questions which would then be reviewed and potentially used in external exams. Surplus questions would make up a large ‘question bank’.
I suggested this. This is, in fact, pretty much entirely my idea. I blogged ‘A New Exam Board’ in early 2012 suggesting teachers contribute questions which could then provide a range of sample papers as well as external exams. So it is not, despite what Tim Oates claims, a “very new idea.” Despite the similarity to my original post I do, however, have some concerns.
Backwards Backwards Design
So instead of teachers basing their classroom activities on giving kids the skills and knowledge they need to attempt exam questions, we’re doing it the other way around? As I’ve written before, it’s not necessarily a bad thing to ‘teach to the test’ – if the test is a good one. Writing exam questions and playing examiner is a valuable exercise, both for teachers and students, but the questions that result aren’t always helpful in themselves. As my OT-trained partner would remind me: “It’s the process, not the product.”
Being an examiner is something that looks good on a CV. It shows you take qualifications seriously and have useful experience. How can teachers verify the work they put into this? How can employers distinguish between teachers who sent in one dodgy question and those who shared a complete list, meticulously checked and cross-referenced? What happens when two or more teachers send in functionally identical questions?
A related but not identical point. How is the time teachers spend on this going to be recognized financially? And should it be the teacher, or the school? Unless they are paid, teachers are effectively volunteering their time and professional expertise, while Cambridge Assessment will continue to pay their permanent and contract staff. (I wonder how they feel about their work being outsourced to volunteers…)
It’s hardly surprising at this early stage that the details aren’t clear. One thing I’m interested in is whether the submissions shared as part of the ‘questions bank’ will go through the same quality control process as those used in the exams. If so, it will involve time and therefore money for Cambridge Assessment. If not, it risks giving false impressions to students who use the bank. And there’s nothing in the articles so far to say whether the bank of questions will be free to access or part of a paid product offered.
Unless there are far fewer ‘donated’ questions than I’d expect, I don’t think we will really see a huge advantage held by students whose teachers contributed a question. But students are remarkably sensitive to the claims made by teachers about “there’s always a question on x” or “it wasn’t on last year’s paper, so expect y topic to come up”. So it will be interesting to see how they respond to their teachers contributing tot he exam they’ll be sitting.
I look forward to hearing from Cambridge Assessment, thanking me for the idea in the first place…
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Tags: cambridge assessment, exams