Articles

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    CIEA Chair Stuart Shaw shares his thoughts on the summer 2024 results in his article 'Unpacking Level 1 and 2 GCSE and Vocational and Technical Qualifications, and Level 3'.  READ THE FULL ARTICLE HERE.

    CIEA Chair Stuart Shaw considers the future of educational assessment in his Opinion Piece “Reconfiguring Assessment for the 21st Century”. READ THE FULL ARTICLE HERE.

    A thank you to an excellent Chair.  Dr Mick Walker, CIEA President thanks the outgoing Chair Simon Sharp for his contribution to the CIEA. READ THE FULL ARTICLE HERE.

    Further to our recent articles on ChatGPT and AI, Fellow member Ian McMechan shares his thoughts on developments. READ THE FULL ARTICLE HERE.

    Competency-Based Learning; the Apprenticeship Movement. This month Fellow Member Michael Dennison shares his thoughts on Competency-Based Learning.  READ THE FULL ARTICLE HERE.

    ChatGPT. The future is now – well some of it?  CIEA President Dr Mick Walker provides an update on developments in artificial intelligence. He states that “developments in the field of AI are inexorable and un-stoppable. So, the major challenge will be to manage the potential challenges and exploit the advantages.” READ THE FULL ARTICLE HERE

    ChatGPT - The future is now. Fellow Member Michael Dennison share's his thoughts on Artificial Intelligence. It has long been my opinion that Artificial Intelligence (AI) will eventually remove the requirement for physical teaching and to some extent the role of assessor. The recent pandemically enforced paradigm shift to a majority online teaching platform has opened the door to an explosion of private online teaching provision; previously the preserve of vocational / occupational training and qualification.  READ THE FULL ARTICLE HERE

    ChatGPT: Opportunity or death knell for assessment as we know it?  In the last few weeks, a lot of column inches in the media have been devoted to a new piece of software, ChatGPT. Developed by OpenAI and launched in November 2020, it uses Artificial Intelligence (AI) approaches in a programme that can formulate answers in a conversational manner to questions and follow-up questions, from the most basic to the highly sophisticated. CIEA Chair, Simon Sharp and President, Dr Mick Walker provide an insight into it’s development and uses. READ THE FULL ARTICLE HERE

    CIEA Fellow and course leader Marianne Talbot shares progress of her PhD research into the impact of the Chartered Educational Assessor in her blog. READ THE FULL ARTICLE HERE

    The NAHT has called for a CIEA accredited Lead Assessor in every school – why should I become a Lead Assessor? At the National Association of Headteachers’ (NAHT) Policy Conference in October 2021, the Conference unanimously carried a motion for the NAHT’s national executive:…to work with the Chartered Institute of Educational Assessors to encourage every school to have a lead assessor and ensure members and the appropriate staff in their school can access the training provided by CIEA (NAHT, 2021. Accessed online).  This paper explains the background to this motion including calls for increased training, development and recognition of educational assessors together with a brief over-view of the Lead Assessor Award and the reasons why it is in the best interest of every school to have a Lead Assessor accredited by the Chartered Institute of Educational Assessors (CIEA). READ THE FULL ARTICLE HERE.

    Vocational and Professional Assessments are an International Phenomenon. Article by Trustee, David Jenkins-Handy. EU countries recognise the value of vocational education and training. At a recent educational trade fair speakers acknowledged in the final remarks that:  “Vocational education and training is international: Berufsbildung (vocational training) in Germany is not conceivable without international cooperation. This is the conclusion of the final day of the Vocational Education and Training Forum at the Didacta Education Fair in Cologne.” If vocational education is ‘not conceivable without international cooperation’, what does this mean for providers in the UK and elsewhere? READ THE FULL ARTICLE HERE.

    The “Hidden Curriculum” in apprenticeships: Designing and delivering a curriculum based on Standards published by IfATE is a complex and challenging exercise. Training providers are obliged to comply with a range of external regulatory relationships: Ofsted, ESFA, IfATE, professional bodies, trade associations etc. These may be about quality assurance, professional standards, qualifications, other training requirements, without considering the impact of end-point assessment. READ THE FULL ARTICLE HERE.

    On the right level (for Ofqual EQA): Article by Trustee, David Jenkins-Handy.  EPAOs who conduct EPAs that simply mirror an assessment plan could breach Ofqual regulations. IfATE specify occupational levels in their standards and end-point assessment tasks must be set and delivered at  the correct level. It is difficult to accurately establish levels of  assessment given the range of different descriptors available; in many  cases these are not helpful in setting the right level for an assessment task. A credible design and development model will demonstrate to Ofqual that an EPAO understands how to apply levels properly. READ THE FULL ARTICLE HERE.