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In England, pupils aged 16 take the General Certificate of Secondary Education (GCSE) examinations for a range of subjects. The current assessment models for GCSE include a two-tier structure for some subjects and a non-tier model for the others. The tiered subjects have a higher tier designed for high achieving pupils and a lower tier for low achieving pupils. The higher tier paper is targeted at grades A*-D (with A* the highest grade available), while the lower tier paper at grades C-G (with G the lowest grade). The UK government has proposed a comprehensive reform of GCSEs. It suggested that, with tiered papers, pupils are forced to choose between higher and lower tier papers, which will place a cap on the ambition of those entering for the lower tier. The government therefore suggests avoiding tiering in the reformed GCSEs when possible. This paper discusses the technical and equity issues with the use of tiered examinations in current GCSEs and reviews potential alternative assessment approaches for effective differentiation between pupils for the reformed GCSEs.

Since 2010, the whole national cohort Key Stage 2 (KS2) National Curriculum test in science in England has been replaced with a sampling test taken by pupils at the age of 11 from a nationally representative sample of schools annually. The study reported in this paper compares the performance of different subgroups of the samples (classified by gender, ethnicity, English as an additional language, eligibility for free school meals and special education needs) in the test over the 2010 and 2011 test series. To study measurement invariance of the test across the different subgroups, factor analysis and Rasch modelling have been used to analyse item level-data for differential item functioning and differential test functioning in order to investigate the functioning of the items in the tests and the overall tests across the subgroups. A range of measurement properties related to the science construct being measured by the tests, including dimensionality, item difficulty, expected scores on individual items and expected total test scores, have been examined. It is concluded that the KS2 science sampling tests function similarly across the different subgroups at both item level and the overall test level and provide a measure of pupils' attainment in science on the same measurement scale for all subgroups studied over the past two years.

Background: Although there has been considerable research into the reliability of marking for the Key Stage 3 (KS3) National Curriculum tests (NCTs) and public examinations such as the General Certificate of Secondary Education examinations (GCSEs) in England, little is understood about the level of reliability of marking of the Key Stage 2 (KS2) NCTs taken by pupils aged 11, particularly the KS2 English reading and writing tests. Purpose: This study was intended to investigate the reliability of marking of the National Curriculum KS2 English writing tests using a range of statistical methods. Methods: The KS2 English writing test assesses a range of pupils' writing skills. Pupils' scripts are marked by human markers. Markers are trained and undergo a marking standardisation process before live marking to ensure marking consistency. The quality of marking is further monitored through the embedding of benchmark scripts in live marking. Data collected from marker standardisation and benchmarking for the KS2 English writing tests administered in 2010 and 2011 were analysed in this study. Results: Considerable variability was found in the marking of the KS2 English writing tests administered in 2010 and 2011 at both question paper level and individual task/marking strand level, reflecting the nature of the tests. The quality of pupils' work to an extent affected the consistency in marking between markers. There was no substantial variation in marking consistency over time for the markers. Conclusions: The reliability of marking of the KS2 English writing tests investigated is comparable with that of assessments of similar nature and is at the expected level. The present study provided a better understanding of the level of marking reliability of the KS2 English writing tests.

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Since 2010, the whole national cohort Key Stage 2 (KS2) National Curriculum test in science in England has been replaced with a sampling test taken by pupils at the age of 11 from a nationally representative sample of schools annually. The study reported in this paper compares the performance of different subgroups of the samples (classified by gender, ethnicity, English as an additional language, eligibility for free school meals and special education needs) in the test over the 2010 and 2011 test series. To study measurement invariance of the test across the different subgroups, factor analysis and Rasch modelling have been used to analyse item level-data for differential item functioning and differential test functioning in order to investigate the functioning of the items in the tests and the overall tests across the subgroups. A range of measurement properties related to the science construct being measured by the tests, including dimensionality, item difficulty, expected scores on individual items and expected total test scores, have been examined. It is concluded that the KS2 science sampling tests function similarly across the different subgroups at both item level and the overall test level and provide a measure of pupils’ attainment in science on the same measurement scale for all subgroups studied over the past two years. [ABSTRACT FROM PUBLISHER]