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This paper presents the results of a two-year research project that focused on course work and course work in the GCSE. Case studies The effects of the course work were produced in six schools in three different counties and two metropolitan regions. The practices of the course work were distinguished, whereby the variation differ in the following: time of course work in the two years, where it was completed, the type of exercises, the students, the amount and the quality of teacher input, the availability of resources and the extent the parental and "other" help. This seemed to reduce the reliability of the examination as a test device while at the same time increasing the validity. Fist questions were found as a problem in the production of reliable and valid assessments. Teachers found it difficult to vote contradictory requirements - the need to initiate a formative process of evaluation and learning throughout the duration of the two-year course, and the requirement to carry out a summary process of evaluation and reporting. The course work allows parents to play a more fuller and more direct role in the completion of the course work orders, but parental interventions were determined as limited. Although a form of reliability is threatened by the introduction of course work techniques, there are educational, learning and motivating profits. The GCSE was developed to integrate more productive course work rating techniques with study programs. However, the evidence from the case studies indicate that close integration of evaluation task and tutorial has not been reached. Finally, it was found that some teachers deal for course work in a bonded way; Others that formalize the need to judge in national equivalent environments, formalized the process, and as a result, the assessment of learning and thereby limits their nominal ability to form formative.
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