Sitemap
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NEWS
- Preparing for 7 July
- Teacher assessment submission
- Reviews guidance for schools
- Key stage 2 level threshold tables available
- Headteacher's declaration form deadline has passed
- Tests and exams website service interruptions
- Collection of the scripts and marking progress
- National curriculum test dates 2010
- Latest guidance on swine flu
- 2009 Maladministration procedures released for the national curriculum tests
- QCA support Edexcel training events for Diploma domain assessors
- Delivery of key stage 3 national curriculum tests
- Amendment to the publication of statistical reports
- Pupil registration for key stage 2 schools launched
- Key stage 3 Teacher assessment and reporting arrangements (TARA) is now available
- 2009 national curriculum tests resource pack
- Administering the Diploma events 2009
- National curriculum test deliveries
- Actions for autumn induction training for new exams officers
- Changes made to Access arrangements online
- NAA to be fully integrated into QCA
- National curriculum test order deadlines now passed
- Changes to national curriculum tests and teacher assessments
- Apply online for access arrangements for key stage 2 national curriculum tests 2009
- Key stage 3 ICT: Sequencing instructions tasks now available
- Successful completion of Administering the Diploma training events
- Test dates for 2010
- Key stage 3 ICT: final edition of Countdown out now
- KS3 ICT assessment tasks: new national curriculum and functional skills mapping
- December single level test entries now open
- National curriculum test reforms announcement
- NAA launches new programme of support for new exams officers
- Delivering the Diploma - NAA introduces new training guide for lead and domain assessors
- Delivering the Diploma - managing internal assessment
- Key stage 3 ICT: keyboard user support guides available
- 2009 Test orders website launches
- Ken Boston writes to all schools
- NAA contracts Edexcel to provide additional resources to support NCT reviews
- Closure of 2008 test cycle
- Latest statement on national curriculum tests
- National Assessment Agency to take over national curriculum test marking review process
- NAA apologises to schools for the delay in returning national curriculum test results
- Update on requesting reviews of marking
- NAA introduces new materials and web pages for early years foundation stage assessment
- NAA announces important changes to the return of results for 2008 national curriculum tests
- NAA publishes level threshold tables for 2008 national curriculum tests
- Latest KS3 ICT task - Presenting and handling information task support now available
- Single level tests 2008: online attendance registers
- Key stage 3 ICT - Presenting and handling information
- Key stage 3 ICT - new issue of Countdown
- Contacting the test operations agency
- Extended opening hours on the test operations agency helpdesk
- Liverpool bus strike Wednesday 7 May
- NAA writes to schools explaining changes to 2008 national curriculum tests
- NAA announces administrative changes to the 2008 national curriculum tests
- Welcome to the new-look NAA website
- Controlled assessment factsheet available
- Disability Discrimination Act quiz available as a PDF
- Time available for June 2008 level 6 single level tests increased
- National curriculum tests pupil registration for key stage 3
- Institute of Educational Assessors granted Chartered status
- Key stage 3 ICT data handling and modelling assessment tasks now available
- National curriculum test research
- Key stage 3 ICT - Modelling tasks
- Single level tests web pages updated
- Key dates calendar and examination timetable improvement work
- Key stage 3 ICT - 2007 test pilot report
- Key stage 3 ICT - Change of telephone number update
- NAA events
- Key Stage 3 ICT - Change of telephone number
- Online survey for single level test schools
- Key dates calendar and Examinations timetable tools unavailable
- Exam fees estimator available
- CDAA tool now available
- Improvements to key dates calendar
- Schools receive the updated single level tests Test administrators guide
- New single level tests checklist
- Key stage 3 ICT - Data handling tasks
- Key stage 3 ICT - Pupil familiarisation
- Improvement work means CDAA tool unavailable 14-23 November
- Guidance for teachers on single level tests content
- Key stage 3 ICT assessment tasks
- Single level tests pupil registration and test orders closed
- Key stage 3 ICT - new issue of Countdown
- 2008 eARA website now available
- New NAA 14-19 web pages launched
- NAA publishes exams office guide to the 14-19 reforms
- Important information for schools ordering single level tests for December 2007
- Free 2008 optional test packs for local authorities
- Key stage 3 ICT test - new issue of Countdown
- Key stage 3 ICT onscreen test - 2007 pilot results
- NAA publishes '14-19 reforms: An introduction for the exams office'
- Consultation on new GCSE criteria
- NAA launches Exam Review Generator
- Disability Discrimination Act (DDA) guidance for exam centres published
- Centre-delegated access arrangements tool availability
- The NAA publishes 'Modernisation: Delivering improvements for learners'
- Key stage 3 English letter
- Email communications survey - March 2007
- NEW! 2006-7 Exam Fees Calculator and posters
- New Spring 2007 exams office training
- Recruitment campaign wins top award
- 2006 Implications for teaching and learning
- Create an exam policy in ten minutes
- DfES consultation on teacher assessment - results
- Ordering modified test papers
- Exams office training this autumn
- New standardised general qualifications key dates
- Test orders website now available
- 2007 Local authority conferences
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ASSESSMENTS
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National curriculum assessments
- National curriculum assessment overview
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Developing tests
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Test development, level setting and maintaining standards
- Stage 1: Developing test questions
- Stage 2: First pre-test
- Stage 3: Outcomes of the first pre-test
- Stage 4: Second pre-test
- Stage 5: Finalisation of mark schemes and tests
- Stage 6: Handover
- Stage 7: Test administration
- Stage 8: Level setting
- Stage 9: Distribution of level thresholds
- Stage 10: Completion of marking
- Stage 11: Evaluation
- Stage 12: Feedback and review
- Get involved
- Shakespeare set sections
- Key stage 3 new programmes of study
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Test development, level setting and maintaining standards
- Ordering tests and registering pupils
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Assessment and reporting arrangements
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Key stage 1 ARA
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1.0 Introduction
- 1.1 What is the ARA?
- 1.2 Legal status of the ARA
- 1.3 Who needs to have the ARA?
- 1.4 Responsibilities
- 1.5 Overseas schools
- 1.6 Distribution of 2009 ARAs
- 1.7 The online version of the ARA
- 1.8 The National Assessment Agency (NAA)
- 1.9 The Department for Children, Schools and Families (DCSF)
- 1.10 Ofqual (Office of the Qualifications and Examinations Regulator)
- 1.11 Concerns and complaints
- 2.0 Changes for 2009
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3.0 Early years foundation stage profile
- 3.1 What is the EYFS profile?
- 3.2 EYFS stage eProfile tool
- 3.3 Practitioners' responsibilities
- 3.4 National data collection
- 3.5 Exceptions
- 3.6 Reporting children's achievements to parents, carers or guardians
- 3.7 What will happen to the results of the assessment?
- 3.8 Target setting
- 3.9 Publication of data
- 3.10 EYFS profile moderation
- 3.11 Statutory responsibility for moderation
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4.0 Teacher assessment at the end of key stage 1
- 4.1 What do teachers have to assess?
- 4.2 Use of tasks and tests
- 4.3 Which children are eligible for teacher assessment at the end of key stage 1?
- 4.4 Children older or younger than seven at the end of key stage 1
- 4.5 Guidance for teachers
- 4.6 Children for whom the school is unable to make a teacher assessment
- 4.7 What records do schools have to keep?
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5.0 Administering the tasks and tests to support teacher assessment
- 5.1 Choosing which tasks and tests to use
- 5.2 How many tasks or tests should be used?
- 5.3 Equipment for the level 2 mathematics tests
- 5.4 Assessing children who are working towards level 1
- 5.5 P scales
- 5.6 Children who are working at level 1 or above but are unable to access the tasks and tests
- 5.7 What if parents, carers or guardians do not agree with the school's decision about whether their child should take the tasks and tests?
- 5.8 Adaptations to the tasks and tests
- 5.9 Children who may need access arrangements
- 5.10 Use of amanuenses and readers in the key stage 1 tasks and tests
- 5.11 The language of the tests and children's response language
- 5.12 Modified versions of the materials
- 5.13 Assessing high attainers
- 6.0 Administrative information
- 7.0 Key stage 1 moderation
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8.0 Reporting and using results
- 8.1 Reporting teacher assessment results to local authorities at the end of key stage 1
- 8.2 Reporting teacher assessment results to parents, carers or guardians at the end of key stage 1
- 8.3 Reporting children's achievements to parents, carers or guardians
- 8.4 Children who transfer to a new school
- 8.5 Transfer from key stage 1 to key stage 2
- 8.6 School self-evaluation and target setting
- 9.0 Useful contact details
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1.0 Introduction
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Key stage 2 ARA
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1.0 Introduction
- 1.1 What is the ARA?
- 1.2 Legal status of the ARA
- 1.3 Who needs to have the ARA?
- 1.4 Responsibilities
- 1.5 Overseas schools
- 1.6 Test administrators' guide and training materials
- 1.7 Get involved
- 1.8 Distribution of 2009 ARAs
- 1.9 The online version of the ARA
- 1.10 The National Assessment Agency (NAA)
- 1.11 The Department for Children, Schools and Families (DCSF)
- 1.12 Ofqual (Office of the Qualifications and Examinations Regulator)
- 1.13 Concerns and complaints
- 2.0 Changes for 2009
- 3.0 Assessing pupils' progress throughout key stage 2
- 4.0 Reporting teacher assessment levels at the end of key stage 2
- 5.0 Statutory tests at the end of key stage 2
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6.0 Who are the key stage 2 tests for?
- 6.1 Pupils older or younger than 11 at the end of key stage 2
- 6.2 Pupils working below the level of the tests
- 6.3 Pupils whose level cannot be established
- 6.4 Pupils with profound hearing loss who are unable to access the spelling or mental mathematics
- 6.5 Pupils working at the level of the tests but who are unable to access them
- 6.6 What if parents, carers or guardians do not agree with the school's decision about whether their child should take the tests?
- 6.7 Assessing high attainers
- 7.0 The test timetable
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8.0 Ordering and storing test materials
- 8.1 Test order process and pupil registration
- 8.2 Accessing the Test orders section of the QCA website
- 8.3 Ordering modified test materials
- 8.4 How do independent schools in England order test materials?
- 8.5 Delivery of test materials
- 8.6 Delivery of modified test materials
- 8.7 Storing test materials
- 9.0 Preparing for the tests
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10.0 Opening and administering the tests
- 10.1 Opening the test packs
- 10.2 Administering the tests
- 10.3 Disruption during the tests
- 10.4 Pupils arriving late for a test
- 10.5 Absence during the test week
- 10.6 Unforeseen injuries
- 10.7 Special consideration
- 10.8 Administering the tests away from school
- 10.9 Monitoring visits by local authorities and QCA
- 11.0 What happens after the tests?
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12.0 Access arrangements
- 12.1 Who might need access arrangements?
- 12.2 What do schools need to consider when making access arrangements?
- 12.3 Early opening
- 12.4 Additional time
- 12.5 Arrangements for pupils who have difficulties reading
- 12.6 Arrangements for pupils who have difficulties writing
- 12.7 Arrangements for pupils with visual impairment
- 12.8 Arrangements for pupils with hearing impairment and pupils who use sign language
- 12.9 Arrangements for pupils using apparatus
- 12.10 Arrangements for pupils who have difficulties concentrating or suffer fatigue
- 12.11 Arrangements for pupils with English as an additional language
- 12.12 Access arrangements for the mental mathematics test
- 12.13 Test forms - online applications and notifications
- 13.0 Reporting and using pupils' results
- 14.0 Useful contact details
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1.0 Introduction
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Key stage 3 TARA
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1.0 Introduction
- 1.1 What is the TARA?
- 1.2 Legal status of the TARA
- 1.3 Who needs to have the TARA?
- 1.4 Responsibilities
- 1.5 Distribution of the TARA
- 1.6 The online version of the TARA
- 1.7 The Qualifications and Curriculum Authority (QCA)
- 1.8 The Department for Children, Schools and Families (DCSF)
- 1.9 Ofqual (Office of the Qualifications and Examinations Regulators)
- 1.10 Concerns and complaints
- 2.0 Changes to key stage 3 for 2009
- 3.0 Assessing pupils throughout key stage 3
- 4.0 Teacher assessment at the end of key stage 3
- 5.0 Reporting and using pupils' results
- 6.0 Useful contact details
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1.0 Introduction
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Key stage 1 ARA
- Delivery of test materials
- Administering the tests
- Modified test administrators' guides
- Monitoring visits to schools
- Maladministration
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Reporting and using pupils' results
- Teacher assessment
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Level threshold tables
- 2009 Key stage 2 level threshold tables
- 2009 Key stage 3 level threshold tables
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Archives: Level threshold tables
- 2005: Key stage 1
- 2004: Key stage 1
- 2003: Key stage 1
- 2008: Key stage 2
- 2007: Key stage 2
- 2006: Key stage 2
- 2005: Key stage 2
- 2004: Key stage 2
- 2003: Key stage 2
- 2002: Key stage 2
- 2001: Key stage 2
- 2000: Key stage 2
- 1999: Key stage 2
- 1998: Key stage 2
- 1997: Key stage 2
- 1996: Key stage 2
- 1995: Key stage 2
- 2008: Key stage 3
- 2007: Key stage 3
- 2006: Key stage 3
- 2005: Key stage 3
- 2004: Key stage 3
- 2003: Key stage 3
- 2002: Key stage 3
- 2001: Key stage 3
- 2000: Key stage 3
- 1999: Key stage 3
- 1998: Key stage 3
- 1997: Key stage 3
- 1996: Key stage 3
- 1995: Key stage 3
- Marking and reviews
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Optional tasks
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Optional tasks above the level of the tests
- Key stage 1 tasks - English
- Key stage 1 tasks - Mathematics
- Key stage 1 tasks - Science
- Key stage 2 tasks - English
- Key stage 2 tasks - Mathematics
- Key stage 2 tasks - Science
- Key stage 3 tasks - English
- Key stage 3 tasks - Mathematics
- Key stage 3 tasks - Science
- Optional tasks below the level of the tests
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Optional tasks above the level of the tests
- Research and statistics
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Circulars
- Circular 54 - Key stage 2
- Circular 53 - Key stage 2
- Circular 52 - Key stage 1
- Circular 51 - Key stage 1
- Circular 50 - Key stage 3
- Circular 49 - Key stage 2
- Circular 48 - Key stage 3
- Circular 47 - Key stage 2
- Circular 46 - Key stage 1
- Circular 45 - Key stage 3
- Circular 44 - Key stage 2
- Circular 43 - Key stage 1
- Circular 42 - Key stage 3
- Circular 41 - Key stage 2
- Circular 40 - Key stage 1
- Circular 39 - Key stage 3 and year 7 assessments
- Circular 38 - key stage 2 statutory tests
- Circular 37 - Key stage 1 (Independent Schools)
- Circular 36 - Key stage 3
- Circular 35 - Key stage 2
- Circular 34 - Key stage 1
- Circular 33 - Key stage 3
- Circular 32 - Key stage 2
- Circular 31 - Key stage 1
- Circular 30 - Key stage 3
- Circular 29 - Key stage 2
- Circular 28 - Key stage 3
- Circular 27 - Key stage 2
- Circular 26 - Key stage 1
- Circular 25 - Key stage 3
- Circular 24 - Key stage 1
- Circular 23 - All Schools
- Circular 22 - Key stage 3
- Circular 21 - Key stage 2
- Circular 20 - Key stage 1
- Circular 19 - Key stage 3
- Circular 18 - Key stage 2
- Circular 17 - Key stage 1
- Circular 16 - Key stage 3
- Circular 15 - Key stage 2
- Circular 14 - Key stage 2 + 3
- Circular 13 - Key stage 1
- Circular 12 - Key stage 3
- Circular 11 - Key stage 2
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Tests updates
- Issue 32: Return of marked test scripts, pupil results, level threshold tables, reviews, teacher assessment submission and updated reporting templates
- Issue 31: Information for early closing schools in Leicester and Leicester City; pupil results, level threshold tables, reviews, teacher assessment submission and updated reporting templates
- Issue 30 - Teacher assessment submission: Key stage 3
- Issue 29 - Uncollected test scripts, Headteacher's declaration form, teacher assessment submission and test administrators' training materials feedback: Key stage 2
- Issue 28: Absence during the tests, test script collections, uncollected test scripts, delivery of the key stage 2 marker label pack and Headteacher's declaration form
- Issue 27:Guidance on swine flu, test deliveries and security, stationery item deliveries, test script collections and online test administrators' training materials: Key stage 2
- Issue 26: Teacher assessment
- Issue 25: Teacher assessment and applications and notifications of timetable variations
- Issue 24 - Teacher assessment opens: Key stage 3
- Issue 23 - Test deliveries and security, stationery pack delivery, maladministration and teacher assessment opens: Key stage 2
- Issue 22: Delivery of key stage 3 test materials, erratum notice for key stage 3 science, 2009 key stage 3 level threshold tables and templates for reporting pupil results
- Issue 21: Delivery of key stage 2 test materials, delivery of key stage 2 stationery pack and templates for reporting pupil results
- Issue 20: Amendment to the key stage 1 ARA and templates for reporting pupil results
- Issue 19: Delivery of key stage 3 tests
- Issue 18 - Pupil registration deadline reminder and Guide to handling test papers and scripts: Key stage 2
- Issue 17 - Update on 2009 key stage 1 English Teacher's guide: Key stage 1
- Issue 16: NAA integration into QCA, test operations agency, test cycles and pupil registration
- Issue 15 - National curriculum tests resource pack, key stage 2 access arrangements and science tests: Key stage 2
- Issue 14: Modified national curriculum tests: Key stage 1
- Issue 13: Test forms website changes, get involved and DCSF letter
- Issue 12: Key stage 3 national curriculum tests deadline
- Issue 11 - Key stage 3 test orders confirmation: Key stage 3
- Issue 10 - Key stage 3 reminder email: Key stage 3
- Issue 9 - Key stage 2 national curriculum tests deadline: Key stage 2
- Issue 8 - Key stage 3 changes to the national curriculum tests and teacher assessments: Key stage 3
- Issue 7 - Applying for access arrangements for the 2009 national curriculum tests: Key stage 2
- Issue 6 - National curriculum test reforms announcement: key stage 2 and key stage 3
- Issue 5 - 2009 key stage 1 assessment and reporting arrangements (ARAs): Key stage 1
- Issue 4 - 2009 national curriculum tests pack: Key stage 2 and key stage 3
- Issue 3 - 2009 national curriculum tests pack: Key stage 1
- Issue 2 - Your headteacher password for the 2009 Test orders website: Key stage 1
- Issue 1 - National curriculum tests: Key stage 2 and key stage 3
- Issue 9 - Accessing test results and requesting reviews: Key stage 3
- Issue 8 - Preparation for return of results and reviews: Key stage 2
- Issue 7 - Preparation for return of results and reviews: Key stage 3
- Issue 6 - National curriculum assessments survey: Key stage 1
- Issue 5 - National curriculum assessments survey: Key stage 2
- Issue 4 - National curriculum assessments survey: Key stage 3
- Issue 3 - packing scripts, teacher assessments, changes for national curriculum tests
- Issue 2 - packing scripts, teacher assessments, changes for national curriculum tests
- Issue 1 - pupil registration for key stage 3
- Single level tests overview
- Key stage 3 ICT assessment tasks
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Early years foundation stage (EYFS) profile
- EYFS Profile handbook
- EYFS profile - additional guidance
- Continuing the learning journey
- EYFS profile - online exemplification materials
- EYFS profile moderation
- Other useful resources
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EYFS profile eUpdate
- eUpdate for local authorities: Issue 4 - Guidance on unlocking scale points 4-8 in eyeProfile and availability of EYFS profile handbook via QCA orderline
- eUpdate for local authorities: Issue 3 - Errata and clarifications, Early years foundation stage profile handbook
- eUpdate for schools: Issue 3 - Errata and clarifications, Early years foundation stage profile handbook
- eUpdate for schools: Issue 2 - Additional copies of Early years foundation stage (EYFS) profile handbook and Assessment scales reference sheet
- eUpdate for local authorities: Issue 2 - Additional copies of Early years foundation stage (EYFS) profile handbook and Assessment scales reference sheet
- eUpdate for local authorities: Issue 1 - Distribution of early years foundation stage handbook and assessment scales reference sheet
- eUpdate for schools: Issue 1 - Distribution of early years foundation stage profile handbook and assessment scales reference sheet
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National curriculum assessments
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DIPLOMAS AND EXAMS
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Exams administration
- QCA events
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Good practice online
- The exam cycle
- Running an efficient exam centre - The role of the exams officer
- Disability Discrimination Act
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Case studies
- Case studies - search page
- Case Study: Invigilation - Saving money on agency fees by recruiting and training invigilators
- Case Study: Invigilation - Handbook enhances invigilator training
- Case Study: Invigilation - Training all invigilators in access arrangements
- Case Study: Access Arrangements - Reader and scribe scripts
- Case Study: Facilitating private candidates - Correct briefing of private candidates and face to face meeting with home educators minimise issues
- Case Study: Diploma consortium exams policy - Data management for centres offering courses as part of a consortium
- Case Study: Diploma consortium exams policy - 14-19 Learning Partnership uses NAA consortium exams policy generator
- Case study: Exam preparations - Storage of confidential material
- Case study: Results - Processing and distributing results
- Case study: Briefing candidates - Information packs ensure candidates are fully aware of exam procedures
- Case study: Invigilation - College compiles handbook to help prepare invigilators of on-screen tests
- Case study: Securing time and resources - Designated administrator appointed to manage online testing
- Case study: Results - Leaflets and request forms for post-results services ensure staff and students are well informed and correct procedures are followed
- Case study: Exam time - Starting an exam - Candidates appreciate new system for collecting valuables at exam time
- Case study: Exam preparations - Booklets keep candidates and invigilators up to date with exam process
- Case study: Managing clashes - Exams officer uses spreadsheet to help resolve clashes
- Case study: Exam time - Centre-designed absence form alerts invigilators when scripts are missing
- Case Study: Results - Handout for candidates explains post-results services
- Case Study: Malpractice - Efficient collection system eliminates mobile phone malpractice
- Case Study: Malpractice - Mobile phone collection solution process popular with candidates and invigilators
- Case Study: Malpractice - Dealing with the inevitable: silencing the phones
- Case Study: Malpractice - Calling all mobiles
- Case Study: Exam time - Malpractice - Invigilators and candidates record details of candidate malpractice incidents as soon as the exam is over
- Case Study: Setting Exam Policy - Creating a positive culture and knowing where responsibilities lie across the whole school
- Case Study: Setting Exam Policy - Taking some of the stress out of exams
- Case Study: Recruiting your Exams Officer - Recruiting the right people
- Case Study: Use of the Exam Policy Generator - Online tool delivers written exam policy tailored to individual centre requirements
- Case Study: Recognising the importance of the Exams officer - Applying work experience principles to aid job understanding
- Case Study: Use of the Exam Policy Generator - Exam policy generator helps shape policy for pupil referral unit
- Case Study: Recognising the Importance of the Exams Officer - Appointing a dedicated exams officer to cope with the growing workload
- Case Study: Recruiting your Exams Officer - Appointment of dedicated non-teaching exams office staff proves highly successful
- Case Study: Use of the Exam Policy Generator - Exam policy pulls everything together
- Case Study: Recruiting your Exams Officer - Reorganising the exams personnel structure to meet the requirements of the workload agreement
- Case Study: Recruiting your Exams Officer - Recruiting an exams manager with the right skills
- Case Study: Recognising the importance of the Exams Officer - Exams officer professionalises the running of exams
- Case Study: Recruiting your Exams Officer - Less admin frees up teaching time
- Case Study: Security - Careful packaging and filing aids identification of exam papers
- Case Study: Coursework - College sets out clear guidelines for permitted levels of assistance with coursework
- Case Study: Planning and Organisation - Raising awareness of critical dates and deadlines
- Case Study: Examination Rooms and Seating Plans - Colour coding clarifies exam sessions
- Case Study: Exam Time - Starting an Exam - Efficient system for identifying candidates without ID cards
- Case Study: Exam Time - Starting An Exam - Digital photographs help confirm candidate ID
- Case Study: Administration - System for tracing exam paperwork proves a real time-saver
- Case Study: Office Space And Equipment - Own exam equipment defuses departmental tension
- Case Study: Equipment Hardware - Keeping up with the times
- Case Study: Coursework - How to meet coursework deadlines
- Case Study: Timetables - Keeping track of sixth form retakes
- Case Study: Exam Rooms and Seating Plans - Unscrambling the seating problem
- Case Study: Examination Rooms and Seating Plans - Annotating the attendance register is a quick method of generating seating plans
- Case Study: Equipment Software - Central management information system benefits exams office
- Case Study: Centre Software - Make your exams software package work for you
- Case Study: Office Space And Equipment - A well-planned office can make a world of difference
- Case Study: Connecting With Administrative Services - Better communication cuts costs and saves time
- Case Study: Connecting With Administrative Services
- Case Study: Security - Keeping papers and scripts safe and secure
- Case Study: Planning the Way Ahead - Exams office crucial to good data management
- Case Study: Planning the Way Ahead - Senior leaders need solutions not problems
- Case Study: Reporting and Reviewing - Exams monitoring spreadsheet proves invaluable tool
- Case Study: Contingency and Succession Planning - Succession planning and exams office emergency cover
- Case Study: Exam preparations - Exam specific section of school website proves effective way of communicating important information
- Case Study: Reporting and Reviewing - The benefits of reorganising administrative roles into one area
- Case Study: Contingency and Succession Planning - Designated exam team ensures exams run smoothly
- Case Study: Exams Calendar - Spreadsheet exams calendar helps exams officers to manage workload
- Case Study: Use of the Examinations Timetable - Examinations timetable makes for more accurate and accessible teacher, pupil and parent information
- Case Study: Contingency And Succession Planning - Preparing an emergency cover plan for the exams office
- Case Study: Exam Preparations - Exam page on school website provides instant information for parents and candidates
- Case Study: Training - Personal career development pays dividends
- Case Study: Training - Bringing entries into the electronic age
- Case Study: Exam Preparations - Spreadsheet created to improve system for paying invigilators
- Case Study: Career Development - Training - BTEC professional certificate in planning and administering external examinations enhances status
- Case Study: Exams Calendar - Guide for parents reduces number of queries
- Case Study: Exam Rooms and Seating Plans - Easy-to-see radio controlled clocks meet exam room requirements
- Case Study: Access Arrangements - Timely preparation eases planning
- Case Study: Exam preparations - Colour coded seating plan indicates candidates entitled to extra time
- Case Study: Access Arrangements - Managing to succeed
- Case Study: Access Arrangements - Eligible special needs candidates allocated extra time in mock exams
- Case Study: Exam preparations - Form for teaching staff makes sure the exams office is kept up to date with new college courses
- Case Study: Entries - Clever use of software cuts time and errors
- Case Study: Access Arrangements - Laminated cards used to identify desks of candidates with special requirements
- Case Study: Special Considerations - Electronic form proves a real time saver
- Case Study: Entries - Electronic transfer of entries streamlines exams office processes
- Case Study: Access Arrangements - New filing system ensures everyone is up to date with access arrangements
- Case Study: Entries - Ensuring that entries are right on time
- Case Study: Entries - School designs form to keep track of retakes
- Case Study: Entries - Reaping rewards from improved record keeping
- Case Study: Entries - Coordinated approach saves time and money
- Case Study: Entries - Computerised entries system dramatically reduces number of incorrect entries
- Case Study: Final entries - Exams entry timetable for teachers ensures entries process runs smoothly
- Case Study: Final Entries - Exams officer presents end of year report to highlight costs of missing deadlines
- Case Study: Entries - Careful filing ensures accurate punctual entries
- Case Study: Centre roles and responsibilities - Designating areas of responsibility enhances operational processes in the exams office
- Case Study: Exam Entries -Staff confirm that class lists are correct before exam entry submission
- Case Study: Candidate Liaison - Two-way feedback supports good practice
- Case Study: Communications with Candidates - Language version of exam rules solves problems in the exam room
- Case Study: Invigilation - Tutor invigilators provide improved service
- Case Study: Invigilation - Team of external invigilators results in more effective exam process
- Case Study: Invigilation - Invigilation supervisor leads professional team
- Case Study: Invigilation - Reference guide for invigilators proves invaluable
- Case study: Exam Preparations - Timetable - Posters and timetables inform candidates and invigilators of exam times and locations
- Case Study: Invigilation - External invigilators free up quality time
- Case Study: Planning for the Future - Feedback from post-exam questionnaires for staff and external invigilators helps improve the exam system
- Case Study: Invigilation - Ex-teacher tackles the invigilation problem
- Case Study: Getting Started - In-house handbook keeps staff up-to-date
- Case Study: Invigilation - Parents are willing volunteer invigilators
- Case Study: Getting Started - Using a booklet to spread the word
- Case Study: Invigilation - Non-teaching invigilators perform well
- Case Study: Invigilation - Support staff successfully take control of exams
- Case Study: Growing Your Network - A problem shared is a problem solved
- Case Study: Growing your network - Networking helps establish good practice
- Case Study: Invigilation - Interim refresher course for invigilators ensures continuity of employment
- Case Study: Forging Links With Staff - Fewer queries for exams office since guide containing vital exam information compiled for teaching staff
- Case Study: Invigilation - Quiz for invigilators encourages discussion and enhances training
- Case Study: Candidate Liaison - Streamlined communication eliminates chaos
- Case study: Communications with Candidates - In-house booklet details exam procedures
- Case Study: Invigilation - Support staff are excellent invigilators
- Case Study: Communications with Candidates - Candidate Tracking - Centre-produced database provides accurate information on candidate exam history
- Case Study: Forging Links With Staff - Calendar clarifies teacher responsibilities
- Case Study: Forging Links with Staff - Exams officer sets up reliable method for in-centre communication
- Case Study: Forging Links with Staff - Exams officer produces booklet containing essential information for form filling
- Case Study: Invigilation - Retired teachers ease invigilation burden
- Case Study: Candidate preparation - School-wide exam culture ensures candidates are well prepared for taking external exams
- Case Study: Forging Links With Staff - Exams officer draws up user-friendly form to request timely entries information from faculties
- Case Study: Candidate Liaison - School sells value pack of exam stationery to ensure candidates arrive for exams with the right equipment
- Case Study: Candidate Liaison - Personalising vital exam information for students and parents/carers improves awareness
- Case Study: Communications with Candidates - Booklet consolidates important exam information for candidates and their parents
- Case Study: Exam Preparations - User-friendly format ensures candidates dont misread their exam timetables
- Case Study: Candidate Liaison - Student questionnaire results in better understanding of exam rules and regulations
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