Cover+PlusSpine+7mm 8/9/05 16:25 Page 1
29 Bolton Street London W1J 8BT
Telephone: 0870 0600 622 Minicom: 020 7509 6546 Fax: 020 7509 6666
Email: [email protected] Website: www.naa.org.uk
About this Publication Who is it for? Senior leadership teams, exams officers, heads of centre, exams office line managers, heads of subject and heads of year. What is it about? Running an efficient exam centre. What is it for? To provide a reference tool for senior leadership teams and exams officers to effectively collaborate and contribute to a successful and flourishing exam centre. For more copies contact: QCA Orderline, PO Box 29, Norwich NR3 1GN Telephone: 08700 60 60 15 Fax: 08700 60 60 17 Email: [email protected] www.qca.org.uk/orderline/ Mary McWhinnie, exams administrator, with Kim James, assistant head, and Virginia Farman, exams officer, Gillotts School, Henley
Managing Exams in Your Centre A Good Practice Guide for the Senior Leadership Team and the Exams Office 2005–2006 Part Two: Running an Efficient Exam Centre Cover+PlusSpine+7mm 8/9/05 16:25 Page 2 INSIDE FRONT COVER INSIDE BACK COVER
First Published: 2005 © National Assessment Agency 2005 Managing Exams in Your Centre Product Code: QCA/05/1625 ISBN: 1858387310 Price: £16 Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions so acknowledgement is given.
Printed in Great Britain The National Assessment Agency 29 Bolton Street London W1J 8BT GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 5
RUNNING AN EFFICIENT EXAM CENTRE CONTENTS 1
Running an Efficient Exam Centre Contents
Foreword ...... 3 Why You Should Read this Guide ...... 4 How to Use this Guide ...... 6 Section One: How much do you really know about the workings of your exams office? Use this The Role of the Senior Leadership Team (SLT) guide to find out why it’s much more 01 Understanding the Exams Office...... 10 than just a seasonal back-office function Recognising the Importance of the Exams Officer ...... 10 – and how a proactive involvement with Recruiting Your Exams Officer ...... 14 the exams office can secure real ...... 19 benefits for your centre’s efficiency, 02 Setting Exam Policy harmony and budget. Preparing your Exam Policy Document ...... 19 03 Planning the Way Ahead...... 22 Planning for the Future...... 22 Section Two: Juggling critical day-to-day responsibilities with pressing deadlines The Role of the Exams Officer (EO) and the teaching obligations of 04 Building Communications with Staff and Colleagues ...... 26 curriculum colleagues makes for a tough Getting Started ...... 26 and demanding role. This good practice Growing Your Network...... 30 guide will help you manage it better and Forging Links with Staff ...... 34 gives advice on securing a higher profile within your centre and gaining greater Centre Roles and Responsibilities...... 36 recognition for the work you do. 05 Securing Time and Resources ...... 41 Planning and Organisation ...... 41 Office Space and Equipment...... 43 Secure Storage ...... 44 Centre Software ...... 48 06 Administration ...... 50 Connecting with Administrative Services ...... 50 Contingency and Succession Planning...... 53 07 Career Development ...... 57 Career Development and Recognition...... 57 Training ...... 58
Appendix 1: WAMG Statement on the National Agreement and Workforce Remodelling ...... 63 Appendix 2: The Annual Exam Systems Report...... 64 Appendix 3: External Invigilators and the Exams Office ...... 65 Appendix 4: Developing Close Working Relationships with Your SENCO/ALS Manager, Learning Support Manager or Inclusion Manager...... 66 Appendix 5: Checklists for Photocopying...... 69 Glossary ...... 72 Suggested Reading ...... 76 Index ...... 78 GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 6
Acknowledgements Part Two of the good practice guide: Running an Efficient Exam Centre has been prepared with the help of Philip Nield, Gordon Message, Chris Snowden, Kevin Corrigan, Andrew Harland (EOA) and Uday Patel (EOA). We would also like to thank numerous schools and colleges, senior leadership teams, exams officers, awarding bodies, field support officers and other members of the education sector who helped us and provided us with invaluable contributions for this guide.
Maintained Schools Moulton School, Northampton Non-maintained Schools Beauchamps High School, Essex Newstead Wood School, Bromley Bury Grammar School for Girls Bingley Grammar School, West North Kesteven School, Lincoln James Allen’s Girls’ School, Dulwich Yorkshire Our Lady’s Convent High School, Loughborough Grammar School Blake Valley Technology College, Stamford Hill Reading School Cannock Oxted School, Surrey Salesian College, Farnborough Brentwood Ursuline Convent School, Queen Elizabeth’s School, Barnet Essex The Elvian School, Reading Radclyffe School, Oldham Canon Palmer Catholic School, Withington Girls’ School, Manchester Redbridge Reddish Vale Technology College, Stockport Sixth Form and FE Colleges Carshalton High School Royton and Crompton School, Abbey College, Manchester Castle Vale School, Birmingham Oldham Carlisle College Chasetown Specialist Sports College, South Chadderton School, Oldham Burntwood Exeter College South Hunsley School, East Yorkshire Chessington Community College Gloucestershire College of Arts and St Bede’s School, Scunthorpe Technology City of Norwich School St Michael’s CE High School, Chorley Grimsby Institute of Further and Higher Cornwallis School, Maidstone St Peter’s High School, Burnham-on- Education Cromwell Community College, Crouch Lambeth College, London Cambridgeshire Stoke Newington School Oldham Sixth Form College Dallam School, Cumbria Theale Green Community School, Peter Symonds College, Winchester Dover Grammar School for Girls Reading Preston College Gillotts School, Henley The Blue Coat CE School, Oldham Somerset College of Arts and Glyn Technology School, Surrey The Ellen Wilkinson School for Girls, Technology, Taunton Great Wyrley High School, Walsall London The College of West Anglia, King’s Lynn Highdown School, Reading The Folkestone School for Girls The Sixth Form College, Farnborough Kendrick Girls’ School, Reading The Grey Coat Hospital School, London Xaverian College, Manchester Knowles Hill School, Devon The Netherhall School, Cambridgeshire Lea Manor High School, Luton The Thomas Hardye School, Dorchester Market Weighton School, East Yorkshire Thorne Grammar School, Doncaster Menzies High School, West Bromwich Tolworth Girls’ School, Surbiton Mitcham Vale School
With special thanks to the staff of Gillotts School, Highdown School, Lambeth College and Reading School whose pictures are published throughout the guide. GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 7
RUNNING AN EFFICIENT EXAM CENTRE FOREWORD 3
Foreword
Running an Efficient Exam Centre completes the National Assessment Agency’s exams office good practice guide, which began publication at the end of 2004 as part of our good practice framework support for exams officers. Part One looked at the mechanics of the exam cycle. In Part Two, we turn to the successful development of an effective exam centre by showing how those involved can influence its efficiency and productivity for the better by working together. We have consulted a wide range of stakeholders, many of whom have endorsed our efforts with the testimonials you will find on the following page. Running an Efficient Exam Centre is in two sections. The role of senior leaders is the focus of the first section and that of the exams officer the second. In both, we draw attention to how collaboration between the two can drive greater professionalism and understanding and reduce the burden for everyone involved. Where this relationship is still evolving, the guide with its complementary DVD of supporting templates and good practice examples will help build on the outcomes of the National Agreement on Raising Standards and Tackling Workload. And for those centres already enjoying the benefits of just such a supportive and cohesive working relationship, I hope the guide will suggest additional ways this can be developed.
David Gee Managing Director National Assessment Agency GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 8
4 RUNNING AN EFFICIENT EXAM CENTRE WHY YOU SHOULD READ THIS GUIDE
WhyAbout You this Should Guide Read this Guide
Exams officers carry enormous responsibility and That’s why I’m so enthusiastic about Running an I have always relied upon their efficiency and Efficient Exam Centre. It sets the exams office expertise. In many centres, their responsibilities in its proper light – as an integral and essential are recognised; however, there are centres where contributor to a centre’s overall effectiveness. exams officers deserve greater acknowledgement. This is best fostered through a productive working partnership between senior leadership With the recent rapid expansion of public exams, and exams office staff, and the guide is proving I have come to a better understanding of how a great practical help. much is involved in their administration and coordination. Exams have a huge impact on There is something here for everyone dealing student welfare and on the budget, and we with exams, whatever your sphere or level of expect much of our exams officers. As the role responsibility. It is a helpful checklist for excellent passes from teachers to support staff, I have centres and an essential guide for centres that become even more aware of the responsibility are wishing to improve. I wish it had been of centre leaders to provide them with essential available sooner! resources and support. Elizabeth Allen Headteacher, Newstead Wood School for Girls
“Effective exams offices in schools and colleges are a key link in the running of an exam system that is fit for the 21st century. I am delighted to recommend this good practice guide to exams officers and school and college leadership teams. I hope it will help the smooth running of the exams office, benefiting both learners and staff, particularly during the busy and sometimes stressful exam period.” Jacqui Smith MP Minister of State for Schools and 14–19 Learning
“The good practice guide makes an excellent case for the active participation of school leaders in the work of the school as an exam centre – and for the benefits in performance through a collaborative approach between all those involved. A copy should be on every senior leader’s desk.” Stephen Munby Chief Executive, National College for School Leadership
“The operation of an efficient and effective exams office ensures that teachers can focus fully and without distraction on their core role of teaching, while at the same time giving pupils and parents greater confidence in the examinations process. I am pleased to endorse this timely and valuable guidance, which builds on the good practice of the remodelling agenda and which, undoubtedly, will become essential reading for exams officers and school leaders.” Chris Keates General Secretary, National Association of Schoolmasters and Union of Women Teachers GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 9
RUNNING AN EFFICIENT EXAM CENTRE WHY YOU SHOULD READ THIS GUIDE 5
“SHA welcomes the NAA’s good practice guide, in particular its promotion of partnership and teamwork between senior leaders and exams officers. I urge all senior leaders involved in exams to read it to see how their active contribution can make a real difference to their centre’s exams office performance.” John Dunford General Secretary, Secondary Heads Association
“The organisation and smooth running of exams in schools requires skilled and dedicated staff. UNISON’s exams officers welcome the new good practice guide, which will be a valuable aid in their own work and also help schools ensure that exams are run in a stress- and trouble-free manner.” Christina McAnea National Secretary for Education Services, UNISON
“I am delighted to recommend this good practice guide, which serves to highlight the vital role the exams office plays in the administration of examinations. AQA is fully committed to collaborating with the other awarding bodies and the NAA to support schools and colleges in the smooth delivery of exams. This useful guide is just one of the tangible benefits that exams officers will see over the next few years.” Mike Cresswell Director General, AQA
“We work with thousands of exams offices in both secondary and further education and are only too aware of the essential part they play in the exam process. This guide is long overdue and its demonstration of good practice will undoubtedly result in a greater appreciation of what the exams office does by everyone in the centre.” Jerry Jarvis Managing Director, Edexcel
“Candidates for our examinations are entitled to expect the exam system to be reliable and efficient, and well-run exams offices play a vital role in keeping the stresses and strains for staff and candidates to a minimum. I commend this guide to exams officers everywhere and hope that it will make a demanding job that much easier.” Greg Watson Chief Executive, OCR
“The future success of exams office personnel in centres around the country will depend on a greater awareness and support by senior leadership teams. This guide provides a unique insight into the valuable role exams office personnel contribute within their centres and helps towards building effective and sustainable relationships and practices that will support the future management of examinations in centres across the country.” Andrew Harland Chief Executive, Examination Offficers’ Association GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 10
6 RUNNING AN EFFICIENT EXAM CENTRE HOW TO USE THIS GUIDE
How to Use this Guide
Section One: The Role of the Senior Leadership Team
The guide is divided into two sections, one aimed at the 10 RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE senior leadership team and one at exams officers. Each section includes case study 01 examples of good practice put in place by various centres. See how problems were Understanding the Exams Office resolved and what benefits
were gained. Please feel free to Recognising the Importance of the Good Practice use the email address given to Exams Officer Recognise the contribution of your exams find out more from the centre. Your exams officer is vital to the successful office to the trouble-free running of exam administration of exams, yet it is a role easily procedures and the impact it has on misunderstood and under appreciated by performance throughout the academic year. members of senior leadership not involved Ensure that adequate administrative support in exams on a day-to-day basis. is in place. The exams officer plays a key part in helping Make sure the exams officer’s line manager
VOICE OF EXPERIENCE candidates achieve – for example by entering
between the exams office serves as the liaison them for the right exams, correcting form errors SECTION NUMBER “THE EXAMS OFFICE HAS TO and senior leadership. BE PART OF THE DECISION- with the minimum of fuss and making enquiries
when necessary. It is a pivotal role and a primary
MAKING PROCESS. THERE Help your exams officer build close relationships source of the essential management information with the leadership team members, heads of ARE LOTS OF PRACTICAL MAIN SECTION HEADING required for the running of an efficient exam department and other senior leaders, as well as BENEFITS WHEN THIS centre. teachers/lecturers and administrative staff. HAPPENS. FOR EXAMPLE,
SUB-SECTION HEADING WHEN WE NEED ADDITIONAL Following implementation of the National Arrange for your exams officer to speak at main Agreement on Raising Standards and Tackling ROOMS FOR PRACTICAL staff meetings to raise their profile and establish
Workload (see Appendix 1), there is a general their position. EXAMS OR TO ACCOMMODATE move towards the recruitment of full-time exams DVD AN OVERFLOW, WE HAVE TO Spread the word so that everyone officers as member of centre support staff. REACH A WORKABLE understands the work of the exams officer Indicates that a further resource, COMPROMISE GIVEN THE As members of an integrated centre team, exams and why it is important. Highlight why CONFLICTING AND VALID officers will benefit from senior leadership deadlines for entries need to be kept sample document or template is involvement in making the exams office’s ongoing NEEDS OF THE REST OF THE (missed ones mean extra expense and work). available on the enclosed DVD for effectiveness a top priority. SCHOOL.” Make clear to the rest of the staff that copying to your PC. the exams officer must receive timely SALLY COLLINS, ASSISTANT and accurate information and support HEAD, KENDRICK GIRLS’ if exams are to run smoothly in the centre.
VOICE OF EXPERIENCE SCHOOL, READING Supportive and illuminating comments from senior leadership and exams officers based on their AT A GLANCE PROMOTE THE ROLE OF THE EXAMS OFFICE real-life experiences. ACROSS YOUR CENTRE ESTABLISH CLEAR REPORTING GUIDELINES
GOOD PRACTICE THROUGH A LINE MANAGER Hints and tips in a bullet-point RECOGNISING THE IMPORTANCE OF THE EXAMS OFFICER CHECKLIST YES PARTLY NO summary. Do you understand the basics of the exam process and its rules and regulations? Do you regularly visit the exams office to see it in action? Do you ensure you are accessible to exams office staff? Do you appreciate the costs to the centre of late or missed exam entries? Does your exams officer attend staff/heads of department meetings?
Are adequate human and physical resources in place to support the exams officer’s role?
CHECKLIST AT A GLANCE Tick-box reminders to help you put good practice A quick reference guide into action. All the checklists are repeated on pages to the key issues raised. 70–72 in a handy format for you to photocopy. GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 11
RUNNING AN EFFICIENT EXAM CENTRE HOW TO USE THIS GUIDE 7
Section Two: The Role of the Exams Officer
RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 43 05
Securing Time and Resources Office Space and Equipment Good Practice Having a sufficiently sized exams office to provide Make senior leadership aware that your a comfortable and efficient working environment office needs support staff to be efficient. is important. It should meet a minimum standard As a guide, the exams office should employ in terms of dedicated space and equipment. one extra member of staff for every £100,000 Office resources may be split into two categories. spent on exam entry fees. NOTES TO THE Some, such as a securable door and securable Ensure senior leadership knows how much LEADERSHIP TEAM windows, are a requirement of JCQ Instructions space you need to do the job efficiently. for conducting examinations. Others, like a Recognise the Office Needs Refer to the illustrations overleaf. dedicated phone/fax line or an internet-ready PC of Exams Staff with firewall and virus protection, are key to the Organise your office so that you can easily The exams office should be a working effectiveness of the exams office. lay your hands on whatever you need, when properly equipped permanent you need it. For a visual guide to what the ideal office standard space, and definitely not a hot means, take a look at the illustrations overleaf. desk shared with someone else. If an appropriate solution is not
immediately available, make the exams office a priority of your centre’s refurbishment NOTES TO LEADERSHIP TEAM programme. Reminders, pointers and advice for Consider the impact of inadequate accommodation on senior leaders in ‘Section Two: The staff morale and your centre’s capacity to pass JCQ inspections. Role of the Exams Officer’ – members of the senior leadership team are
. urged to read these notes, as well as the first section, to help get the most from your exams office.
OFFICE SPACE AND EQUIPMENT CHECKLIST YES PARTLY NO Are you satisfied with your exams office working environment? Are you happy that the exams office equipment supports self-sufficiency?
Secure safe purchased with NAA equipment funding grant GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 12 GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 13
RUNNING AN EFFICIENT EXAM CENTRE 9
Section One: The Role of the Senior Leadership Team (SLT) GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 14
10 RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE 01
Understanding the Exams Office Recognising the Importance of the Good Practice Exams Officer Recognise the contribution of your exams Your exams officer is vital to the successful office to the trouble-free running of exam administration of exams, yet it is a role easily procedures and the impact it has on misunderstood and under appreciated by performance throughout the academic year. members of senior leadership not involved Ensure that adequate administrative support in exams on a day-to-day basis. is in place. The exams officer plays a key part in helping Make sure the exams officer’s line manager VOICE OF EXPERIENCE candidates achieve – for example by entering serves as the liaison between the exams office them for the right exams, correcting form errors “THE EXAMS OFFICE HAS TO and senior leadership. BE PART OF THE DECISION- with the minimum of fuss and making enquiries when necessary. It is a pivotal role and a primary MAKING PROCESS. THERE Help your exams officer build close relationships source of the essential management information with the leadership team members, heads of ARE LOTS OF PRACTICAL required for the running of an efficient exam department and other senior leaders, as well as BENEFITS WHEN THIS centre. teachers/lecturers and administrative staff. HAPPENS. FOR EXAMPLE, WHEN WE NEED ADDITIONAL Following implementation of the National Arrange for your exams officer to speak at main Agreement on Raising Standards and Tackling ROOMS FOR PRACTICAL staff meetings to raise their profile and establish Workload (see Appendix 1), there is a general their position. EXAMS OR TO ACCOMMODATE move towards the recruitment of exams officers AN OVERFLOW, WE HAVE TO Spread the word so that everyone as member of centre support staff. REACH A WORKABLE understands the work of the exams officer COMPROMISE GIVEN THE As members of an integrated centre team, exams and why it is important. Highlight why CONFLICTING AND VALID officers will benefit from senior leadership deadlines for entries need to be kept involvement in making the exams office’s ongoing NEEDS OF THE REST OF THE (missed ones mean extra expense and work). effectiveness a top priority. SCHOOL.” Make clear to the rest of the staff that the exams officer must receive timely SALLY COLLINS, ASSISTANT and accurate information and support HEAD, KENDRICK GIRLS’ if exams are to run smoothly in the centre.
SCHOOL, READING
AT A GLANCE PROMOTE THE ROLE OF THE EXAMS OFFICE ACROSS YOUR CENTRE ESTABLISH CLEAR REPORTING GUIDELINES THROUGH A LINE MANAGER
RECOGNISING THE IMPORTANCE OF THE EXAMS OFFICER CHECKLIST YES PARTLY NO Do you understand the basics of the exam process and its rules and regulations? Do you regularly visit the exams office to see it in action? Do you ensure you are accessible to exams office staff? Do you appreciate the costs to the centre of late or missed exam entries? Does your exams officer attend staff/heads of department meetings? Are adequate human and physical resources in place to support the exams officer’s role? GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 15
RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE 11
CASE STUDY: RECOGNISING THE IMPORTANCE OF THE EXAMS OFFICER
Exams Officer Professionalises Running of Exams
St Michael’s CE High School, Chorley Type of centre 11–16 secondary school Number of pupils/students 1,100 Number of candidates 470 Exam fees £45,000 Current exams office software SIMS Examinations Organiser Liz Nicholls
The Problem Notes: We all know that exams are a major part of school life. The work of exams officers is becoming more and more challenging, demanding a cornucopia of skills. The systems are complex and are differentiated by exam board, and the exams officer has to make sure candidates, parents, teaching staff and managers are kept informed. Exams do look increasingly like military operations, with a plethora of modules and tiers, of varying duration and sometimes with very specific venue requirements – frequently impossible for teaching staff to manage alongside teaching. In our experience, every year throws up different scenarios in the exam hall.
The Solution We have adopted a very successful team approach in our exams office. Our exams officer has an assistant who can step in whenever required and one of our teaching assistants organises all the additional provision and manages arrangements for candidates with special needs. We also have a bank of 25 trained invigilators so we can always find an invigilator at short notice. Each year, to ensure we pass on knowledge acquired during the main exam period, we produce a newsletter for all invigilators and hold refresher training sessions.
The Benefits Finding the right exams officer has ‘professionalised’ the running of exams. Our exams officer is a member of the senior leadership team, which helps ‘marry’ the support and the teaching sides of the school. She also manages cover, the admin team, admissions and fulfils the role of clerk to the governors, but at busy times in the ‘exam’ year she is freed up to focus on essential exam-related tasks. Teaching staff have been relieved of time-consuming administration; and parents and candidates can access a member of the exams office team easily. For us, worrying about exams is a thing of the past!
Name: Liz Nicholls, headteacher Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 16
12 RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE
CASE STUDY: RECOGNISING THE IMPORTANCE OF THE EXAMS OFFICER
Applying Work Experience Principles to Aid Job Understanding
South Hunsley School, East Yorkshire Type of centre 11–18 secondary school Number of pupils/students 1,800 Number of candidates 700 Exam fees £120,000 Current exams office software SIMS Colin Bradshaw
The Problem Notes: The role of the exams officer has evolved dramatically and has expanded in recent years. When the exams officer needed to be replaced, developments within the exams office role meant recruiting was likely to be more complex.
The Solution When the exams officer moved to a new post, a member of the senior leadership team took over the role for six weeks while recruitment took place. This ‘back to the shop floor work experience’ provided an up-to-date picture of the demanding nature of the job, allowing the school to offer better support and training for the new exams officer.
The Benefits Identifying the critical skills and attributes enhanced the effectiveness of our recruitment process. The practical experience of the role has helped colleagues to appreciate the exams officer role and the key part the exams officer plays in the school. For any future exams officer changes we will endeavour to have a significant period of hand over, if possible a term. This is a job that carries a lot of tacit knowledge and understanding.
Name: Colin Bradshaw, deputy head Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 17
RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE 13
CASE STUDY: RECOGNISING THE IMPORTANCE OF THE EXAMS OFFICER
Appointing a Dedicated Exams Officer to Cope with the Growing Workload
Blake Valley Technology College, Cannock Type of centre 11–18 secondary school Number of pupils/students 750 Number of candidates 193 Exam fees £45,000 Current exams office software SIMS .net Bill Avery
The Problem Notes: Up to the year 2000 our exams officer was a member of the teaching staff. He knew the job inside out and everything ran smoothly. Exams were mainly a summer event, with very few retakes in November/January. The rapid increase in exam work with GNVQs, more modules and Curriculum 2000 developments made the exams officer role much more time consuming and onerous. We went through a difficult time, dealing with staff changes and trying to find support staff able to cope with the job. We found that a teaching role was incompatible with that of exams officer. Too much time was needed and the teacher was not always available at crucial times.
The Solution We had a member of support staff who was organising work experience and helping with exams at busy times. Four years ago, when our teaching exams officer left, we persuaded this member of support staff to take over the post. As the role became more and more demanding, she had to lose her work experience role and we also appointed a part-time exams assistant.
The Benefits We now have a well-trained exams expert unconstrained by teaching duties and hence available at all times, which is very important during exam periods. The assistant exams officer, albeit part time, is a very useful member of staff, as the exams officer has someone who can help double-check entries and other key documents. It also means that if the exams officer is unavailable for any reason we have someone else to take on her role at crucial times. Having an assistant allows the exams officer to effectively be in two places at once – vital on busy exam days. Additionally this frees a teacher from an administrative job and allows them to concentrate on their teaching.
Name: Bill Avery, deputy head Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 18
14 RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE 01
Understanding the Exams Office Recruiting Your Exams Officer Good Practice As a consequence of the National Agreement, Prepare the exams officer’s job description your centre’s exams officer is now more likely carefully, defining the role in terms of scope to be a member of centre support staff. If your and responsibility. centre chooses this route, the first step should be to consider whether any existing members Build training and personal development of support staff have the right skills, or can be opportunities into the job specification. given access to relevant training. Where this Develop a thorough induction programme is not the case, an external appointment will for your centre to help your new exams officer be necessary, with the appropriate procedures settle in as quickly as possible. Ensure followed to ensure the right candidate is selected. someone informed is available to lead it. In either case, it is important to follow established
VOICE OF EXPERIENCE good practice procedures when advertising, “THE WORKFORCE short-listing and making any appointment. AGREEMENT SIMPLY These are the personal and professional qualities AT A GLANCE REINFORCES THE GOOD you should consider looking for when recruiting PRACTICES THAT OUR HEAD your exams officer: DEFINE THE EXAMS OFFICER’S JOB DESCRIPTION ACCURATELY IMPLEMENTED SOME TIME • highly developed interpersonal and team- PREPARE A THOROUGH INDUCTION AGO. MOVING TO A NON- building skills PROGRAMME TO GET YOUR APPOINTEE TEACHING EXAMS OFFICER an ability to delegate effectively UP TO SPEED AS QUICKLY AS POSSIBLE WAS THE TRIGGER TO • ESTABLISHING A WIDER • excellent and proven organisational talents REVIEW OF EXAMS-RELATED • the ability to assimilate complex information RESPONSIBILITIES AND and make appropriate decisions rapidly and CREATING A CULTURE OF accurately TEAMWORK. THE JOB IS HARD • an aptitude for accuracy and detail – BUT IT’S NOT A CONSTANT BATTLE.” • a good basic understanding of the qualifications system and how qualifications are assessed ANN GRIGGS, SENIOR • excellent IT skills ADMINISTRATOR, THE FOLKESTONE • a serene and unflappable disposition SCHOOL FOR GIRLS • the ability to work with young people and colleagues at all levels.
RECRUITING YOUR EXAMS OFFICER CHECKLIST YES PARTLY NO Do you understand the exams officer’s role and responsibilities? Do all the exams office staff have current job descriptions? Has working with or processing data for the purpose of annual reviews and reports been included in the job description? Have you made a training budget available for the exams officer’s professional development? GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 19
RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE 15 01
OperationalCASE STUDY: Processes RECRUITING YOUR EXAMS OFFICER Recruiting the Right People
Exeter College Type of centre Tertiary college
Number of pupils/students 16,000
Number of candidates 3,500
Current exams office software UNIT-e Lisa Discombe
The Problem Notes: The exams office is a dynamic working environment. The problems we face appear to be both unique and unpredictable, so it’s difficult to define the skills needed to do the job.
The Solution When recruiting, we’ve found that a few straightforward principles help us. Here are some of the qualities that we look for: • strong but likeable. The exams office isn’t for the faint-hearted, but neither is it for those who bend over backwards for others, as such people find it hard to create time and space for themselves, are constantly fire-fighting and find it hard to impose discipline on others • cool-headed in the face of difficulty. The challenges are unpredictable and knee-jerk reactions don’t help. In interviews we surprise our job candidates by posing a tricky situation to see how they react • well organised and forward thinking. Obviously there’s a mass of information to collate, so organisation is essential. We also look for people who can work in a structured way and improve the structure they’re working in • mature attitude. People who are prepared to accept their own faults and accept the faults of others in a spirit of improvement rather than blame. People who have worked in small businesses often fit these requirements well. Finally, when we’re looking for someone senior we look for experience. This is a must for developing all the processes and procedures that make such a complex system workable.
The Benefits As well as the obvious ones of recruiting the right people, we waste less time and energy in the recruitment process.
Names: Lisa Discombe, exams officer Toby Coombes, head of management information systems (MIS) Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:45 Page 20
16 RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE
CASE STUDY: RECRUITING YOUR EXAMS OFFICER
Appointment of Dedicated Non-teaching Exams Office Staff Proves Highly Successful
Great Wyrley High School, Walsall Type of centre 11–18 secondary school Number of pupils/students 1,150 Number of candidates 470 Exam fees £70,000 Current exams office software SIMS Examinations Organiser Chris Leach
The Problem Notes: Recent expansions in modular testing, the consequences of implementing Curriculum 2000 and the requirements of the ‘reforming the workforce’ agenda were generating more and more work within the school. Admin and teaching staff were struggling to cope with the increased workload, which was causing tension. We needed to find a solution that was within budget but would enable effective and efficient management of this growing administration. On top of this we had to cope with the departure of the staff member responsible for exam administration and faced knowledge- and skill-transfer problems.
The Solution We appointed a non-teaching exams officer and non-teaching assistant exams officer to deal with the increase in exam-related administration. To help during the exam period, and to comply with the National Agreement, we also appointed a team of seasonal invigilators, trained and coordinated by our new exams officer and supported by teaching staff.
The Benefits The appointment of two new full-time exams office staff has proved very successful. Having staff dedicated to the exam process means that all tasks are coordinated by an efficient team: the exam process runs smoothly and with the full support of the teaching staff. By appointing an assistant exams officer we are not reliant on one person, which facilitates succession planning. Because we have our ‘team’ of two exams officers on site, we can now manage multiple venues easily. An added benefit is that teaching staff are happy that workforce reforms are evolving ahead of local and national timescales.
Name: Chris Leach, headteacher Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 21
RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE 17
CASE STUDY: RECRUITING YOUR EXAMS OFFICER
Reorganising Exams Personnel Structure to Meet National Agreement Requirements
Menzies High School, West Bromwich Type of centre 11–18 secondary school Number of pupils/students 1,490 Number of candidates 685 Exam fees £90,000 Current exams office software SIMS Glen Goddard Anthony Duff Maggie Bayliss
The Problem Notes: In September 2004, the senior leadership team decided to reorganise the school’s exams office personnel structure to meet the requirements of the National Agreement.
The Solution We appointed an exam administrator, an administration assistant and also two senior invigilators to work as and when required. After we had drawn up a clear set of responsibilities, our new exams office staff undertook all the training necessary for them to be able to fulfil their defined roles. Before the exam period we held a series of meetings, and as a result we drew up a diary and initiated systems to meet the requirements of the exam process. We also appointed a team of independent invigilators employed on a casual basis and paid an agreed hourly rate – allowing 15 minutes on either side of the stipulated length of the exam for setting up the exam room and checking registers and scripts at the end of each exam. The exam administrator and senior invigilators compiled a very useful handbook for our new invigilators, held a training session and issued photo identification cards to each invigilator.
The Benefits Because our exam administrator is a former member of staff, he is familiar with school systems, staff and routines and is able to liaise with each subject department, teachers and candidates to maximise the potential for success. Our experienced senior invigilators ensured a smooth transition from teaching to non-teaching invigilators. As a result of the restructuring, the school’s systems are up to date and streamlined – and we have an ongoing programme of monitoring to make sure that this remains the case.
Names: Glen Goddard, headteacher Anthony Duff, exam administrator Maggie Bayliss, senior invigilator Email: [email protected] GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 22
18 RUNNING AN EFFICIENT EXAM CENTRE UNDERSTANDING THE EXAMS OFFICE
CASE STUDY: RECRUITING YOUR EXAMS OFFICER
Recruiting an Exams Manager with the Right Skills
City of Norwich School Type of centre 11–18 secondary school Number of pupils/students 1,400 Number of candidates 900 Exam fees £110,000 Current exams office software Integris Gordon Boyd
The Problem Notes: The National Agreement presents many challenges but also significant opportunities for establishing the robust and efficient data and systems vital for exam administration. To meet these challenges we needed to expand our operations team, which already comprised a data admin manager and an operations admin assistant. Understanding the nature of the work, we were determined to appoint an exams manager with a proven track record as an administrator and the ability to work calmly under pressure.
The Solution We invited all four short-listed candidates to come to school on the same day. After a series of informal sessions in the morning, when formal interviews began in the afternoon, the selection panel had a good sense of how each candidate related with others! We felt that the pressures of this selection process were similar to those that an exams manager has to face in early June! Our expanded operations team collates and manages the school data and is responsible for exam administration. The team also maintains a quick reference guide on the staff intranet for easy access to resources that they generate. The exams and data admin managers have equal seniority and offer each other support and advice on a day-to-day basis. Both are managed by one of our assistant headteachers.
The Benefits Recruiting someone who recognises the benefits of a team approach (and ensuring the recruitment process assesses team working), has guaranteed that we have an exams manager with the necessary interpersonal and communication skills to manage school exams in a highly professional manner. Our exams manager also belongs to the support staff management group, providing a regular opportunity for discussing ways in which school systems can be further improved.
Name: Gordon Boyd, headteacher Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 23
RUNNING AN EFFICIENT EXAM CENTRE SETTING EXAM POLICY 19 02 Setting Exam Policy
Preparing Your Exam Policy Document • teachers’ responsibilities at the start of exams Senior leadership should establish an exam policy as an essential reference for everyone involved. • invigilation procedures It can be applied to both internal and external • accommodation provision for candidates exams and serve as a useful induction in exam and, when necessary, staff procedures for staff and candidates. • how modular courses may be cashed in, The policy should be prepared in full collaboration VOICE OF EXPERIENCE or aggregated with the exams officer, governors and other key “IN ADDITION TO THE members of staff, and candidates. It should reflect • procedures and fees for late entries, NORMAL PAPER the aspirations, goals and character of the centre withdrawals, missed deadlines and errors COMMUNICATION WE and be regularly reviewed in accordance with JCQ • procedures and fees for access to scripts, HAVE AN ‘AIMING HIGH’ guidelines. results enquiries and appeals. PARENT–SCHOOL When the policy document is complete and has Nominate those responsible for the policy’s PARTNERSHIP MEETING. been approved, ensure that it is circulated to effective working. Delegate a member of THIS IS AN EXAM-FOCUSED everyone who has a vested interest in knowing each department (including special FORUM WHERE POLICIES AND what it contains, such as governors, teachers, educational needs) to liaise with the exams PROCEDURES ARE EXPLAINED Local Education Authorities (LEAs), administrative officer and administer the policy within their own TO CANDIDATES AND THEIR staff and candidates.
department. PARENTS. IT IS AN EFFECTIVE Define ‘who pays’ principles for retakes, late WAY TO ADDRESS EXAM Good Practice entry surcharges and late withdrawals. QUESTIONS AND Senior leadership should drive the exam CONCERNS. Make sure the policy is reviewed regularly, ” policy in conjunction with the exams officer, adhered to and upheld by SLT members.
who must agree the final version. CHARLIE ROBINSON, A typical exam policy might include: ASSISTANT PRINCIPAL, CROMWELL COMMUNITY • who pays entry and retake fees COLLEGE, CAMBRIDGESHIRE • retakes AT A GLANCE • the awarding body of choice for each WORK WITH YOUR EXAMS OFFICER TO subject PRODUCE A WORKABLE EXAM POLICY FOR YOUR CENTRE the qualifications covered (academic • DEFINE WHO WILL BE RESPONSIBLE FOR and vocational) MAKING IT WORK IN EACH DEPARTMENT • coursework submission guidelines • any entry limits • access arrangements • special consideration
SETTING EXAM POLICY CHECKLIST YES PARTLY NO
Have you drawn up a robust exam policy? YES PARTLY NO Does the exams office contribute to the content of the policy? Does the scope of the policy cover the major aspects of the exam process? Has the policy been approved by the governors? Is the policy communicated to all relevant staff at the centre? Is the policy regularly reviewed? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 24
20 RUNNING AN EFFICIENT EXAM CENTRE SETTING EXAM POLICY 01
OperationalCASE STUDY: Processes SETTING EXAM POLICY Creating a Positive Culture and Knowing Where Responsibilities Lie across the Whole School
Cornwallis School, Maidstone Type of centre 11–18 comprehensive Number of pupils/students 1,700 Number of candidates 845 Exam fees £100,000+ Charlie Jan Arundel Current exams office software SIMS .net McGregor
The Problem Notes: In many schools responsibility for exams had been devolved to a respected teacher who has too little time. The growth of exams means this is no longer practical and the Workforce Agreement no longer allows it in England and Wales. Exams have to be managed in a professional, open and thorough way, recognising the skills needed and, most importantly, the responsibilities across the centre.
The Solution We recognised the need early and migrated the responsibility to a trusted, capable senior member of the administrative support staff – managed by a member of the school’s senior leadership team – who has direct and recent experience of exams. We clarified our own roles and what we expect of others. Here are a few of the things we do to boost candidates’ confidence and to encourage responsible behaviour during exams: • in years 7 to 10 we use external exam conditions for internal exams • we expect subject teachers to familiarise candidates with the layout of exam papers • candidates must positively check their own exam timetable • a subject leader is present at the start of each exam, but not for invigilation • we pick a team of teaching staff to support candidates on the day of results • contrary to the problems that seem to be prevalent in some schools, we have developed an effective system for dealing with mobile phones and disruptive behaviour of any sort. None of this is possible without clear, positive support from the senior leadership team – and a lot of hard work in the exams office.
The Benefits Candidates at Cornwallis School treat exams as part of their education, not something different. As the demand evolves (for example, vocational qualifications) we are confident we can manage the changes.
Names: Jan Arundel, exams officer Charlie McGregor, assistant headteacher Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 27
RUNNING AN EFFICIENT EXAM CENTRE PLANNING THE WAY AHEAD 23
CASE STUDY: PLANNING THE WAY AHEAD
Exams Office Crucial to Good Data Management
Lambeth College, London Type of centre Further education college Number of pupils/students 21,250 Number of candidates 1,748 Exam fees £640,000 Current exams office software Own system – migrating to UNIT-e
The Problem Notes: Our exams office was historically regarded as a centre-based administrative function that wrestled with thousands of external exam entries a year, each one completed over the counter with the candidates themselves. As a result, exam deadlines were difficult to hit and late penalties were often incurred. There was also no system in place to monitor the return of results to enable the college to easily compile an aggregated set of results. This inadequate control affected the quality cycle and delayed course performance reviews into the spring term of the following academic year.
The Solution The exams office was placed within the college’s information services department and the production of results was integrated with the quality cycle. Individual candidate entries were replaced with block entries by course. These block entries were authorised by curriculum managers and monitored centrally to agreed deadlines. The return of results was also monitored centrally and reported directly to managers. With weekly reports to managers, it was now possible to exert corporate management control over the processes of exam entry and results.
The Benefits The system is now sufficiently robust to deal easily with over 21,000 individual entries per year. The level – and cost – of late entries is down dramatically. Virtually complete sets of results are available by the end of September, so we can schedule course performance reviews closer to the completion of the relevant academic year. This allows tutors to focus on exam entries for the current year.
Name: Ruth Nixon, senior assistant principal Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 25
RUNNING AN EFFICIENT EXAM CENTRE SETTING EXAM POLICY 21
CASE STUDY: SETTING EXAM POLICY
Taking Some of the Stress out of Exams
Bingley Grammar School, West Yorkshire Type of centre 11–18 secondary school Number of pupils/students 1,850 Number of candidates 556 Exam fees £110,000 Current exams office software SIMS Examinations Organiser
The Problem Notes: Because public exams can be daunting, we felt the school needed to help prepare candidates for the extra stress that these can cause.
The Solution We decided that the best way to prepare our pupils was to establish a school-wide exam culture encompassing both exam practices and behaviour. From year 7 onwards we conduct all exams (internal and external) under external exam conditions. Prior to exams, we issue codes of conduct and exam timetables to candidates in all years and use external invigilators to add to the realism.
The Benefits We have found that when candidates take external exams in year 11 they are less intimidated by the strict exam conditions. Candidates are already familiar with exam culture. They know how to behave and what to expect. They fully understand security issues, regulations regarding belongings and the need for silence in the exam room. The strategy has proved very successful. We have fewer problems and the number of incidents has gone down as well.
Name: Debbie Ashton, exams officer Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 26
22 RUNNING AN EFFICIENT EXAM CENTRE PLANNING THE WAY AHEAD 03
Planning the Way Ahead Planning for the Future Good Practice Setting future teaching and exam strategies is an Exam processes should be reviewed integral part of the senior leadership function, regularly. Aim to write a full annual report as so regular reviews of the centre’s exam systems, soon as possible after the main summer exam and reports on their effectiveness, are essential. session, and certainly no later than early in the They enable heads of department and curriculum autumn term. Identified improvements can managers to access the information they need then be actioned promptly, in time for the to improve performance and keep key funding next exam cycle. stakeholders, such as the LEA and the Learning and Skills Council (LSC), as well as candidates and Senior leadership should agree the scope parents well informed. of the report, which needs to differentiate between candidate performance (passes and Senior leaders need to ensure that the fails) and systems performance. Suggest the VOICE OF EXPERIENCE preparation of exam data is both regular and exams officer, or whoever is responsible for coherent. This should be a function of the exams “REPORTING NEEDS CAN BE its production, presents the report verbally to office, or, alternatively, of whoever has ultimate ANTICIPATED AND GENERATED senior leaders and the governing body. responsibility for the smooth running of the exam AUTOMATICALLY IF THE system at your centre. Confirm that reliable basic data provide the INFORMATION TECHNOLOGY foundation of all reports and that their source SYSTEMS ARE SET UP. WE HAVE All reviews call for skills in analysis and evaluation as is verifiable. A MEETING IN JUNE WITH well as an ability to gather information, summarise THE EXAMS OFFICE TEAM and produce clear and succinct reports. A written, Ensure a one-page summary report is AND OUR INFORMATION annual report is the recommended minimum, but included to cover the headline statistics reviews that provide accurate interim information, and suggestions for improvement. TECHNOLOGY SUPPORT TO current entry levels and pending deadlines can be PLAN REQUIREMENTS. WE Support and encourage interim reporting very useful, especially in larger centres. CONSIDER THE NEEDS OF systems, especially if high candidate numbers CANDIDATES, PARENTS, SLT, Appendix 2 provides a template content guide to demand greater levels of monitoring. STAFF, GOVERNORS AND THE an annual report on the centre’s exam systems. PRESS. ON RESULTS DAYS WE CAN FIND THE REPORTS WE NEED WITHOUT ANY HASSLE PLANNING THE WAY AHEAD CHECKLIST BECAUSE THE SYSTEM IS YES PARTLY NO ALREADY SET UP.” Is there a regular formal review of exam processes at the centre? Is a written report produced regularly, at least on an annual basis? PAMELA MCILROY, Is the scope of the report clearly defined? ASSISTANT PRINCIPAL, AND Does the person responsible for the report have access to reliable data at the centre? LINDA DONNELL, EXAMS OFFICER, OLDHAM SIXTH Is everyone at the centre able to contribute to the report? FORM COLLEGE Is there a clear understanding between reporting on the performance of candidates and the performance of the centre’s exam systems? Do candidate numbers warrant the introduction of other monitoring or reporting systems? Is technical backup and training available to support staff in strategy implementation? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 28
24 RUNNING AN EFFICIENT EXAM CENTRE PLANNING THE WAY AHEAD
CASE STUDY: PLANNING THE WAY AHEAD
Senior Managers Need Solutions Not Problems
Exeter College Type of centre Tertiary college Number of pupils/students 16,000 Number of candidates 3,500 Current exams office software UNIT-e Lisa Discombe
The Problem Notes: We were experiencing persistent problems during exams. To solve them required the cooperation of other college staff and the support of senior leadership.
The Solution We produce a report after each significant exam series. The report details strengths and weaknesses and subsequent consequences, and suggests possible solutions. In discussion with the relevant departments and staff, we devise policies and procedures to address the weaknesses. Once a draft policy and procedure has been produced, the director of the department takes it to the senior leadership team for approval. Once approved, the drafts become official working documents and are displayed on our ‘Quality’ website.
The Benefits The new processes have the support of the senior leadership team and full cooperation of the parties concerned. For example, we identified late entries as a problem and introduced a new block entry system for A level and GCSE entries at the beginning of the 2004–2005 academic year. The school considers the exams office team to be proactive, capable of self-assessment and of providing solutions to problems as they occur. We inform members of the senior leadership team of problems as they arise and they often provide additional solutions that we had not considered. Working closely with departments encourages strong working relationships between academic staff and other support staff.
Names: Lisa Discombe, exams officer Toby Coombes, head of MIS Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 29
RUNNING AN EFFICIENT EXAM CENTRE 25
Section Two: The Role of the Exams Officer (EO) GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 30
26 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 04 Building Communications
with Staff and Colleagues Getting Started Good Practice Your centre’s formal induction programme Make sure you participate in your centre’s is the ideal starting point in building clear induction programme. Your programme communications channels with all staff whose leader should know your colleagues, arrange role impacts on the exams office (see the diagram introductions and be able to explain how your on the opposite page). centre works. Whether you are new to the post, or an NOTES TO THE Meet all relevant staff and know who your established practitioner, use this programme LEADERSHIP TEAM awarding body contacts are. for introductions to heads of department and Setting Good Foundations faculty, senior leadership and special needs and Read any guide notes compiled for you by IT staff. Familiarise yourself with what they do the previous exams officer or administrator. An effective induction and where they fit into the exam picture. programme for your exams If there is something you do not understand, officer is central in fostering ask. The role is complex and you cannot learn good morale and laying the it all instantly. foundations for a productive
working relationship that results in exams office staff retention.
Ensure it covers all aspects of AT A GLANCE centre operations and is led by someone who will make it USE YOUR INDUCTION PROGRAMME TO GET happen. Consider appointing a TO KNOW YOUR COLLEAGUES AND SENIOR ‘buddy’ who knows the centre LEADERSHIP, AS WELL AS KEY SUPPORT AND and can support the exams ADMINISTRATIVE STAFF officer throughout a settling-in period. New members of staff should be introduced to the exams officer as part of their induction as well.
NOTES TO THE LEADERSHIP TEAM
Be Open with Information
Your exams officer will need to understand the responsibilities of everyone involved in the exam cycle. Part of this process may take the form of an organisational flow chart. Support it by responding to any information requests, or role clarification. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 31
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 27
Exams Officer Communication Channels
VOICE OF EXPERIENCE
“THE COLLEGE HAS A WELL- STRUCTURED INDUCTION PROCESS. FOR EXAMPLE, ALL NEW CURRICULUM MANAGERS MEET WITH THE EXAMS OFFICERS AS PART OF THEIR INDUCTION. IT PUTS US ON THEIR MAP AND HELPS MAKE US ACCESSIBLE; WE OFTEN FOLLOW UP WITH VISITS TO THEIR TEAM MEETINGS. OBVIOUSLY, WHEN WE FIRST MEET THEY DON’T KNOW WHAT QUESTIONS TO ASK. BUT AFTERWARDS, WHEN THEY DO HAVE QUESTIONS, THEY KNOW WHERE TO COME AND WHO TO ASK.”
MARGOT PITT, EXAMS OFFICER, GLOUCESTERSHIRE COLLEGE OF ARTS AND TECHNOLOGY
GETTING STARTED CHECKLIST YES PARTLY NO Is a formal induction programme for exams office staff in place? Is someone in charge of the induction programme? Has a ‘buddy’ been appointed to help you through your settling-in period? Have you been formally introduced to relevant teaching and support staff and to your line manager? Have you been shown around the centre? Have you been given a full list of qualifications delivered at the centre? Does the centre have an instruction manual prepared by the previous exams officer/administrator? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 32
28 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES
CASE STUDY: GETTING STARTED
In-house Handbook Keeps Staff Up to Date of these people as you can and develop means of communicating effectively with them.
Abbey College, Manchester Type of centre 14–19 secondary school Number of pupils/students 190 Number of candidates 177 Exam fees £30,000 Current exams office software SIMS Examinations Organiser Bill Dwyer
The Problem Notes: When I was appointed exams officer there was very little time for training and no written guidance. Basically, I had to learn the intricacies of the job as I went along. As well as learning about my role and how best to fulfil it, I was also conscious of the fact that teaching staff should be fully aware of exam procedure. Teachers are much more likely to provide the right information at the right time if they understand why it is necessary.
The Solution Experience has certainly helped me to iron out difficulties. I work with meticulous care that is very time-consuming but saves time in the long run. I have gradually produced a body of documentation and policies to cater for changing requirements. This is now effectively an in- house handbook available to keep exams officers and teaching staff up to date with all the latest regulations. Also, the BTEC professional certificate guides new exams officers through the cycle of work.
The Benefits College staff are now aware that there are procedures and policies they must follow. Unfortunately some staff still do not, but they are at variance with college policy, not the exams officer personally. I have successfully demonstrated the amount of extra work and stress that ensue if staff fail to follow procedures and timelines. Staff awareness has led to greater adherence to the annual cycle, which makes everything run much more smoothly.
Name: Bill Dwyer, exams officer Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 33
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 29 01
OperationalCASE STUDY: Processes GETTING STARTED
Using a Booklet to Spread the Word of these people as you can and develop means ALL RELEVANT PERSONNEL. of communicating effectively with them. SET UP AN EXAMS SITE ON THE CENTRE and advice. [How to find your NAA field officer….] For theSalesian smooth College, running Farnborough of exams cycle,INTRANET you WHERE POSSIBLE.
Attend free training courses from should establish clear lines of communication Type of centre 11–18 secondary school with all those involved. Draw together the NAA's nationwide programme Good Practice (website address), which offers informationNumber from of pupils/students senior management, heads 504of department,Identify staff teaching with and non-teaching staff as practical advice and useful Number of candidates 240 networking opportunities. wellresponsibility as special needs, for exams awarding bodies, withinExam every fees department. £30,000 Draw up a list of key contacts at candidates, parents, guardians and carers. the awarding bodies. AQA (www.aqa.org.uk) ProduceCurrent a comprehensive exams office software SIMS Examinations Organiser has a team of seven regional officers Peteracross Bird the flow chart of who does what. UK who can provide you with support and AsPublish exams itofficer, and circulate you need it to be absolutely clear guidance. Edexcel (www.edexcel.org.uk) has whereallThe colleagues responsibilities Problem involved lie soin theget to know as many six regional offices and also provides regional of examsthese peopleprocedure as you so theycan andall develop means Notes: I have found that teachers in this centre do not fully understand professional development training. [More…?] of knowcommunicating what is expected effectively and with them. the complexities of the exam system. This lack of understanding what everyone else is doing. Find out about LEA support for exams officers leads to many problems, the majority of which concern exam This will reduce the time
and staff. entries. I also receive an overwhelming number of amendments, wasted in unnecessarily [More…?] and staff frequently miss entry deadlines. These oversights are doublingGood Practiceup work and effort. hugely time-consuming and are expensive to rectify. Join the national Exam Officers’ Association.Set up an exams areaIdentify on yourstaff intranetwith responsibility site if for exams The association supports exams staff working appropriate at yourwithin centre every and department. use it to publish in schools and colleges. Its website The Solution an exams calendar,Produce changes a comprehensiveto entry figures flow chart of who (www.examofficers.org) has a forum where In order to overcome the difficulties, I have written an and any other keydoes information. what. Publish Involve it andstaff circulatein it to all questions and discussion points can be posted examinations guide booklet that fully explains all the exam keeping it up to date.colleagues Distribute involved the updates in the exams in procedure so for feedback from other members. procedures. The guide also includes example entry forms that hard copy, too, andthey post all onknow notice what boards. is expected and what I have generated in order to make the process clearer. Meet with local colleagues from otherArrange centres regular teameveryone meetings else withis doing. This wilreduce the time to share good practice solutions to common responsible staff andwastedIn senioraddition, in unnecessarilymanagement I continue doublingto stress theup workvital importanceand of receiving problems. keep everyone informed.effort.the correct information in plenty of time. Work with tutors andSet uppastoral an exams advisers area on on the your intranet site if most effective meansappropriateThe of Benefitscommunicating at your centre and use it to publish AT A GLANCE information to candidates.anI examshave provided calendar, all changes members to ofentry staff figures with a copy of the booklet and any other key information. Involve staff in SET UP REGULAR MEETINGS AND WORKMake reasonable allowancesso that they for have teaching all the staff. information that they need in a readily keeping it up to date. Distribute the updates in CLOSELY WITH YOUR LINE MANAGER.Obtain copies of theavailable, master timetable easy-to-absorb so you format. hard copy, too, and post on notice boards. TAP INTO THE SUPPORT AND ADVICEknow when they are teaching and not always AVAILABLE FROM THE NAA, THE AWARDINGable to respond toArrange informationThe Future regular requests team meetings as with responsible staff and senior management to BODIES AND THE ASSOCIATION OFsoon EXAMS as you would like.I intend to update the booklet each year in order to keep OFFICERS. keep everyone informed. Devise a reliable methodeveryone for communicatingin the school fully up to date with all the constantly ATTEND NAA TRAINING DAYS ANDurgent TAKE informationWork tochanging those with tutorswho exam need and procedures. it,pastoral and advisers on the EVERY OPPORTUNITY TO MEET WITHat shortOTHER notice. Youmost may effective need to means use several of communicating EXAMS OFFICERS. methods at once toinformationName: convey an Peter to urgent candidates. Bird, message exams officer - even sending it byMakeEmail: hand. reasonable [email protected] allowances for teaching staff. Seek feedback fromObtain colleagues copies onof thewhich master timetable so you FORGING LINKS WITH STAFF communications methodsknow when work they well. are Welcome teaching and not always suggestions for improvement.
AT A GLANCE IDENTIFY STAFF WITH EXAMS RESPONSIBILITIES IN EVERY DEPARTMENT. CREATE FLOW CHARTS OF WHO DOES WHAT, WHEN AND WHERE AND CIRCULATE THEM TO GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 34
30 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 04 Building Communications
with Staff and Colleagues Growing Your Network Good Practice Regular dialogue with those around you – both Know your line manager. Arrange regular colleagues and leadership – will help you stay in briefing meetings on exam procedures to control and fulfil your role efficiently and well. voice any needs or concerns and to ask for Even though yours may seem a lonely occupation NOTES TO THE help if necessary. Use this contact to raise LEADERSHIP TEAM at times, you are not on your own. Support is issues at policy level and, when appropriate, available from your line manager, official suggest you join working groups or team Make Time for Your organisations like the National Assessment meetings with the directors of studies, heads Exams Officer Agency (NAA), the awarding bodies, the of years or departments. Examination Officers’ Association, LEA The exams officer’s role is a Make contact with your regional NAA field remodelling advisers and from other exams yearlong round of managing support officer. There is a team of 40 officers. and administering the exam experienced field support officers available process, not just a high point to support exams officers and centres across of activity during the exams the country. Your field support officer is there themselves. It covers everything to provide you with one-to-one support and from meeting entry deadlines to advice on general exam issues. You can distributing certificates. request a visit at www.naa.org.uk/examsoffice. Encourage the development of Draw up a list of key contacts at the contacts within the centre and awarding bodies; they are always happy to externally through reciprocal visits to other centres. This help with specific advice in relation to their helps to raise professionalism exam procedures: and serves as effective on-the- • AQA (www.aqa.org.uk) has a team of job training. regional officers across the UK who can Your exams officer will benefit provide you with support and guidance from the support of a line through centre visits and exams officers’ manager who can report on network group meetings exams office issues to the Edexcel (www.edexcel.org.uk) has six leadership team. The line • manager should act as a regional offices and also provides regional meaningful go-between by professional development training scheduling regular briefing • OCR (www.ocr.org.uk) offers advice and meetings with the exams support through six regional offices officer and other working groups and teams within • WJEC (www.wjec.co.uk) the centre. • CCEA (www.ccea.org.uk).
GROWING YOUR NETWORK CHECKLIST YES PARTLY NO Have you set up regular meetings with your line manager? Do you make use of the regional support offered by the NAA? Do you have a list of key contacts, names and numbers at the awarding bodies? Do you have the latest awarding bodies’ reference guides? Have you enquired about and accessed your LEA’s support for exams office staff? Do you access information on the Examination Officers’ Association website (www.examofficers.org)? Do you meet other exams office staff to share good practice solutions? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 35
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 31 Join a professional body:
• the Examination Officers’ Association (EOA) (www.examofficers.org) supports exam staff AT A GLANCE working in centres. The EOA website has a forum where questions and discussion SET UP REGULAR MEETINGS AND WORK CLOSELY WITH YOUR LINE MANAGER points can be posted for feedback from VOICE OF EXPERIENCE other members TAP INTO THE SUPPORT AND ADVICE AVAILABLE FROM THE NAA, THE AWARDING “YOU MAY BE THE ONLY • the Association of Colleges (www.aoc.co.uk) BODIES AND THE EXAMINATION OFFICERS’ PERSON IN THE EXAMS represents the interests of those working in ASSOCIATION OFFICE AND IT CAN SEEM further education colleges in England and TAKE EVERY OPPORTUNITY TO ATTEND NAA LIKE YOU ARE WORKING ON Wales. AND AWARDING BODY TRAINING DAYS AND TO MEET OTHER EXAMS OFFICERS YOUR OWN, BUT SIGNIFICANT Meet local colleagues from other centres to SUPPORT IS AVAILABLE share good practice solutions. Use email and THROUGH OTHER CENTRES IN online forums to keep in touch. THE REGION. ESTABLISHING CONTACT AND HOLDING OCCASIONAL MEETINGS WITH EXAMS OFFICERS IN YOUR AREA PROVIDES A NETWORK OF SUPPORT.
IT IS REASSURING TO BE ABLE TO CALL A COLLEAGUE FOR ADVICE, OR TO CHECK YOUR STATUS AGAINST THEIRS. IT HELPS YOU KEEP ON TRACK.”
JANE PECK, EXAMS SECRETARY, MARKET WEIGHTON SCHOOL, EAST YORKSHIRE
The Exams Office National Support Team GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 36
32 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES
CASE STUDY: GROWING YOUR NETWORK
A Problem Shared is a Problem Solved
James Allen’s Girls’ School, Dulwich Type of centre 11–18 independent school Number of pupils/students 800 Number of candidates 220 Exam fees £55,000 Current exams office software Facility CMIS (Serco Learning) Antonia Buccheri
The Problem Notes: In my experience, working in an exams office can feel isolating and it is difficult to gain any first-hand experience of how other departments and offices are run, both within the school and in other centres. Training sessions and exams officers’ meetings are helpful – I usually pick up one or two good ideas – but I was increasingly aware that my counterparts are a great source of good practice tips and that a more informal arrangement could be very useful.
The Solution We set up a local support group (at present four local schools are represented). We’ve visited each other on exam days and at less stressful times to share ideas and resources. We chat on the telephone, email when needed, and because we have all now met it’s nice to know the person giving advice.
The Benefits I’ve already noticed benefits from setting up local links. My experience of having a local network is that there is much more opportunity for sharing ideas and good practice by visiting other schools and meeting locally and informally. I definitely recommend it!
Name: Antonia Buccheri, exams officer Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 37
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 33
CASE STUDY: GROWING YOUR NETWORK
Networking Helps Establish Good Practice
The Blue Coat CE School, Oldham 11–18 voluntary aided secondary Type of centre school Number of pupils/students 1,328 Number of candidates 665 Exam fees £90,000+ Current exams office software Facility CMIS Carmel Haynes
The Problem Notes: As a person new to the job I was interested to hear how other exams officers worked and how they dealt with the issues that I was encountering.
The Solution I set up an exams forum for the Oldham LEA area. I was able to do this as part of our Leading Edge Partnership activities to support workforce reform. Financial support for associated costs comes from our Leading Edge status. Firstly, I sent out a simple flyer to all schools in the LEA asking them to indicate interest. I then set up a date and sent out an invitation to those interested, specifying that the meeting would be a chance to decide what the aims of the group should be and how to move forward. I have kept everything simple so that I can fit the organisation of the group into my busy schedule.
The Benefits The meetings are opportunities to ask other exams officers about specific problems and enable us to address problems as a group rather than as individuals. For example, the group has recently been working on various exam policies. I have organised guest speakers, for example our regional NAA support manager. We have the chance to ‘let off steam’ and talk to people who understand! Participants now have a network of contacts, which has proved very useful when dealing with emergencies or when any of us needs advice and support. Talking with peers helps us to maintain our enthusiasm for the job. The benefits – being able to share knowledge and good practice – outweigh the minimal time taken to organise the meetings.
Name: Carmel Haynes, exams officer Email: [email protected] GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 38
34 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 04 Building Communications
with Staff and Colleagues Forging Links with Staff Good Practice For the smooth running of the exam cycle, you Build a partnership with senior leadership. should establish clear lines of communication Communicate regularly to get agreement and with all those involved. Make the most of all manage breakdowns in information flows. your working relationships by drawing together information from senior leadership, heads Manage and treat external invigilators as of department, teaching and support staff, as you would your own internal centre staff (see well as special educational needs coordinators Appendix 3). (SENCOs), bursars, awarding bodies, candidates, Develop close working relationships with parents, guardians and carers. your SENCO or ALS manager (see Appendix 4). As exams officer, you need to be absolutely clear NOTES TO THE Identify staff with responsibility for exams where responsibilities lie, so get to know as many LEADERSHIP TEAM within every department. of these people as you can and develop means Involve Your Exams Officer of communicating effectively with them. Produce a comprehensive flow chart of who does what. Publish it and circulate it to all As a guide to who does what at a typical centre, Encourage all staff to interact colleagues involved in the exam cycle so they with each other. Increase your see page 36, ‘Centre roles and responsibilities’. all know what is expected and what everyone exams officer’s awareness of else is doing. This will reduce the time wasted teacher activity, and vice versa, through teamwork and slots in in unnecessarily doubling up work and effort. regular department heads’ Create a centre-specific exams calendar. meetings and staff briefings. This will enable the exams Set up an exam area on your intranet site officer to update and receive if appropriate at your centre and use it to input on exam-related matters publish an exams calendar, changes to entry and allow all parties to meet figures and any other key information. Involve the needs of their colleagues. staff in keeping it up to date. Distribute the updates in hard copy, too, and post these on A more widespread understanding should have a notice boards. positive impact on exam costs, too, with everyone appreciating the need to meet entry and amendment deadlines and avoid late fees. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 39
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 35 Arrange regular team meetings with staff and senior leadership to keep everyone informed. AT A GLANCE Work with tutors and pastoral advisers on the most effective means of communicating MANAGE UPWARDS – FORGE A PRODUCTIVE information to candidates. RELATIONSHIP WITH SENIOR LEADERSHIP IDENTIFY STAFF WITH EXAM RESPONSIBILITIES Make reasonable time allowances for IN EVERY DEPARTMENT teaching staff to respond. Obtain copies of the master timetable so you know when CREATE FLOW CHARTS OF WHO DOES WHAT, WHEN AND WHERE AND CIRCULATE THEM TO they are teaching and not always able to ALL RELEVANT PERSONNEL respond to information requests as soon as SET UP AN EXAM SITE ON THE CENTRE you would like. VOICE OF EXPERIENCE INTRANET WHERE POSSIBLE Devise a reliable method for “WE PUBLISHED A GUIDE communicating urgent information at short TO PUBLIC EXAMS AT THE notice to those who need it. You may need SCHOOL. THIS CLARIFIED THE to use several methods at once to convey an ROLES AND RESPONSIBILITIES urgent message – even sending it by hand. OF EVERYONE – FROM THE Seek feedback from colleagues on which HEADTEACHER, TUTORS communication methods work well. AND HEADS OF YEAR Welcome suggestions for improvement. TO REGULAR STAFF, INVIGILATORS, THE EXAMS OFFICE, AND, OF COURSE, THE CANDIDATES THEMSELVES. WE ALSO DEFINED RESPONSIBILITIES COVERING RETAKES, DECLINING GRADES AND ENQUIRIES ABOUT RESULTS.
THE GUIDE WAS CRUCIAL IN GETTING EVERYONE TO HAVE THE SAME FORGING LINKS WITH STAFF CHECKLIST YES PARTLY NO UNDERSTANDING OF EXAMS Have you defined everyone’s roles and responsibilities to ensure the smooth AND TO REALISE THE TEAM running of exams? EFFORT NEEDED.” Are all staff briefed on their exam roles and responsibilities? Do senior leaders keep communication channels open between exams office EMI AGHDIRAN, and subject staff? EXAMS OFFICER, Have you obtained a regular slot at staff briefings to keep teachers informed of QUEEN ELIZABETH’S SCHOOL, exam events and progress? BARNET Does the centre have an exam intranet site? Have you produced an exams calendar? Are facilities staff included in relevant briefings? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 40
36 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 04 Building Communications with Staff and Colleagues
Centre Roles and Responsibilities The following table provides typical definitions of roles and responsibilities for the smooth running of your exam centre. Use this as a starting point to create a version that explains the functioning of exams at your centre and that highlights where responsibilities lie.
Centre Roles and Responsibilities Role Responsibilities Exams officer/ • Builds an annual calendar for exams and builds in proactive exams office opportunities for communications with the SLT, heads of subject, tutors and heads of years, candidates and parents • Maintains the calendar and communicates regularly with all staff concerning imminent deadlines and events • Maintains a candidate-centred internal tracking system for entries, access arrangements, coursework, estimated grades, special consideration, results, cash-ins and declines, including, where necessary, signatures for audit purposes, log books for responses and spreadsheets for candidate data • Collates and communicates estimated entries for exams • Communicates the exam timetable to the SLT and all staff • Collates and communicates entries to awarding bodies using agreed data formats • Collates and communicates requests and decisions for access arrangements • Prints consolidated statements of entry from the MIS system and reviews against the awarding body summary of entries • Creates a detailed exam timetable for each exam season • Manages exam timetable clashes • Plans for extra resources needed (equipment, scribes, invigilation) for access arrangements • Plans for overnight supervision of timetable-affected candidates when necessary • Creates a personalised exam timetable for each candidate • Identifies and negotiates accommodation needs • Recruits, trains and deploys invigilators (may not apply at all centres) • Ensures the invigilation structure is sound in each room • Creates seating plans for facilities/caretaker • Arranges for seating plans to be audited and signed for • Collates and communicates estimated grades • Collates and communicates plans for, and outputs from, orals and practicals • Receives, checks, collates and stores securely all exam papers • Creates customised exam timetables by room to ensure correct papers are distributed to correct candidates with correct time allowances • Collects all completed scripts and stores securely until despatched to examiners • Collates and requests appropriate special considerations • Recruits a team to support on results day minus 1 and on results day • Downloads and collates exam results GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 41
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 37
Centre Roles and Responsibilities Role Responsibilities Exams officer/ • Checks with results received in the post exams office (continued) • Clarifies immediately any missing or ambiguous data • Creates individual results envelopes • Collates and tracks post-results service requests – script photocopies, results enquiries, appeals/re-marks • Provides basic analysis of results to the SLT • Collates declines and late cash-ins • Collates and distributes certificates • Reviews training and other development opportunities with the line manager • Reviews and reports on all exam processes – what works well and what doesn’t? Exams officer’s line • Manages exams officer on a day-to-day basis manager • Recruits and manages the induction of the exams officer • Ensures exams are on the SLT agenda and creates space for the exams officer to present • Supports the exams officer in defining roles and responsibilities across the centre • Works with the exams officer to define appropriate reporting and reviewing needs • Reviews cases for expenditure • Acts as a point of escalation • Supports career development of the exams officer • Undertakes succession planning to ensure continuity of exam support Head of centre • Is the public face of the centre • Manages exams effectively • Positions exam success as a ‘whole centre’ team effort • Advises on appeals and re-marks • Deals with grievances Senior leadership • Defines exam policy and changes team • Agrees any incremental funding Head of subject • Selects qualifications, specifications and options • Reviews any implications for funding and other consequences with the exams officer • Collates entries, estimated grades and coursework to agreed deadlines • Advises candidates on retakes, cash-ins and declines Head of year 10, 11, • Reviews with the exams officer all communications to candidates 12, 13 and tutor and parents • Creates opportunities for the exams officer to communicate with candidates and parents GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 42
38 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 04 Building Communications with Staff and Colleagues
Centre Roles and Responsibilities Role Responsibilities SENCO (special • Supports candidates in decisions concerning exam selection educational needs • Oversees the day-to-day operation of the centre’s special coordinator) educational needs (SEN) policy • Liaises with and advises fellow teachers • Manages the SEN team of teachers • Coordinates provision for pupils with SEN • Oversees the records on all pupils with SEN • Liaises with parents of pupils with SEN • Contributes to the in-service training of staff • Liaises with external agencies • Liaises with the headteacher • Reports to governors • Manages the annual reviews of statemented pupils All teaching staff • Must be aware of the centre’s exam policy, exam/practical/ coursework regulations and exam deadlines • Advise candidates in decisions concerning levels, retakes and cash-ins Careers adviser • Supports candidates in exam decisions relating to employment and university • Supports candidates in alternative university choices on results day Facilities/caretaker • Ensures exam accommodation is laid out to the exams officer’s specification IT support • Ensures the exams officer’s computer equipment is well maintained • Ensures functionality of the exams officer’s exam software is maintained and where possible upgraded Governor • Decides (with the headteacher and the Local Authority if appropriate) the aims and policies of the school, and how standards of education can be improved • Decides the conduct of the school and how it should be run generally • Helps to draw up (with the headteacher and staff) the school development plan • Decides how to spend the school’s budget • Makes sure the national curriculum is taught • Makes sure that all pupils with special educational needs are provided for • Selects the headteacher • Appoints, promotes, supports and disciplines other staff in consultation with the headteacher • Acts as a link between the local community and the school GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 43
RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES 39
Centre Roles and Responsibilities Role Responsibilities Governor (continued) • Draws up an action plan after an OfSTED inspection and monitors how the plan is put into practice • Publishes annually a school prospectus for parents • Ensures that candidates are entered at the appropriate time for public exams • Controls the use of school premises outside school hours Candidate • Selects course subjects • Abides by the regulations Senior invigilator • Supervises exams and ensures that the guidelines and regulations for the integrity and security of the exam papers and procedures are followed • Works with the exams officer to build a rota of invigilators, including all contact details and an escalation/drop-out plan Invigilator • Ensures candidates obey the regulations of an exam room as laid out in the exam guidelines • Maintains security and confidentiality • Assists in the setting up of exam rooms • Ensures all candidates receive appropriate exam question papers and answer paper • Must be aware of any needs that candidates may have during an exam • Ensures answer scripts are collected in candidate number order and are supervised as required until they are delivered to the registry • Records attendance on the official exam registers • Ensures no inappropriate items are brought into the exam hall, such as personal stereos, revision notes or other paperwork, unless told otherwise • Ensures all candidates are aware of the pre-exam start information and of any erratum notice that may affect them • Ensures there is no talking or disruption for the candidates once an exam has begun • Ensures all candidates are seated before opening the question papers GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 44
40 RUNNING AN EFFICIENT EXAM CENTRE BUILDING COMMUNICATIONS WITH STAFF AND COLLEAGUES
CASE STUDY: FORGING LINKS WITH STAFF
Calendar Clarifies Teacher Responsibilities of these people as you can and develop means ALL RELEVANT PERSONNEL. of communicating effectively with them. SET UP AN EXAMS SITE ON THE CENTRE and advice. [How to find your NAA field officer….] For theReddish smooth Vale running Technology of exams College, cycle,INTRANET youStockport WHERE POSSIBLE.
Attend free training courses from should establish clear lines of communication Type of centre 11–16 comprehensive school with all those involved. Draw together the NAA's nationwide programme Good Practice (website address), which offers informationNumber from of pupils/students senior management, heads 1,460of department,Identify staff teaching with and non-teaching staff as practical advice and useful Number of candidates 270 networking opportunities. wellresponsibility as special needs, for exams awarding bodies, withinExam every fees department. £56,000 Draw up a list of key contacts at candidates, parents, guardians and carers. the awarding bodies. AQA (www.aqa.org.uk) ProduceCurrent a comprehensive exams office software SIMS .net has a team of seven regional officers Patacross Ham the flow chart of who does what. UK who can provide you with support and AsPublish exams itofficer, and circulate you need it to be absolutely clear guidance. Edexcel (www.edexcel.org.uk) has whereallThe colleagues responsibilities Problem involved lie soin theget to know as many six regional offices and also provides regional of examsthese peopleprocedure as you so theycan andall develop means Notes: Communication between the exams office and teaching staff professional development training. [More…?] of knowcommunicating what is expected effectively and with them. was ad hoc, leading to confusion about which teachers were what everyone else is doing. Find out about LEA support for exams officers responsible for which tasks. We also needed a clear guide setting This will reduce the time
and staff. out deadline dates, exam times, and indicating how particular wasted in unnecessarily [More…?] dates and needs fit in to the larger picture across other departments. doublingGood Practiceup work and effort. Join the national Exam Officers’ Association.Set up an exams areaIdentify on yourstaff intranetwith responsibility site if for exams The association supports exams staff working The Solution appropriate at yourwithin centre every and department. use it to publish in schools and colleges. Its website I produce a basic two-sided calendar at the beginning of each an exams calendar,Produce changes a comprehensiveto entry figures flow chart of who (www.examofficers.org) has a forum where year showing a month-by-month plan of all the tasks required, and any other keydoes information. what. Publish Involve it andstaff circulatein it to all questions and discussion points can be posted the person responsible for each one and the deadline date for keeping it up to date.colleagues Distribute involved the updates in the exams in procedure so for feedback from other members. its completion. I print the plan on brightly coloured card and hard copy, too, andthey post all onknow notice what boards. is expected and what distribute it to staff with instructions for them to read it and pin Meet with local colleagues from otherArrange centres regular teameveryone meetings else withis doing. This will reduce the to share good practice solutions to common it up on their notice boards. responsible staff andtime senior wasted management in unnecessarily to doubling up work problems. keep everyone informed.and effort. The Benefits Work with tutors andSet uppastoral an exams advisers area on on the your intranet site if most effective meansappropriateBecause of communicating the at calendaryour centre is printed and use on it cardto publish it appears less disposable and staff do keep it and display it in their offices. AT A GLANCE information to candidates.an exams calendar, changes to entry figures and any other key information. Involve staff in SET UP REGULAR MEETINGS AND WORKMake reasonable allowancesThe calendar for teachinghas proved staff. very successful. Teaching staff are now keeping it up to date. Distribute the updates in CLOSELY WITH YOUR LINE MANAGER.Obtain copies of themore master aware timetable of their so responsibilities you concerning deadline dates and hard copy, too, and post on notice boards. TAP INTO THE SUPPORT AND ADVICEknow when they arespecific teaching tasks and (for not example, always completing entry forms). AVAILABLE FROM THE NAA, THE AWARDINGable to respond toArrange information regular requests team meetings as with BODIES AND THE ASSOCIATION OFsoon EXAMS as you wouldresponsible like.Name: Pat staff Ham, and examssenior officermanagement to OFFICERS. Devise a reliable methodkeepEmail: everyone for [email protected] informed. ATTEND NAA TRAINING DAYS ANDurgent TAKE informationWork to those with tutorswho need and it,pastoral and advisers on the EVERY OPPORTUNITY TO MEET WITHat shortOTHER notice. Youmost may effective need to means use several of communicating EXAMS OFFICERS. methods at once toinformation convey an to urgent candidates. message - even sending it byMake hand. reasonable allowances for teaching staff. Seek feedback fromObtain colleagues copies onof thewhich master timetable so you FORGING LINKS WITH STAFF communications methodsknow when work they well. are Welcome teaching and not always suggestions for improvement.
AT A GLANCE IDENTIFY STAFF WITH EXAMS RESPONSIBILITIES IN EVERY DEPARTMENT. CREATE FLOW CHARTS OF WHO DOES WHAT, WHEN AND WHERE AND CIRCULATE THEM TO GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 45
RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 41 05
Securing Time and Resources Planning and Organisation Good Practice NOTES TO THE The pressures on the exams office can be LEADERSHIP TEAM Some general principles of good time considerable at key points during the exam cycle, management: Supporting Your Exams Office particularly when the exams officer is covering Will Spell Success more than one role. • develop a personal sense of time More staff may be needed to Time management is an essential skill, so you • identify long-term goals maximise the efficiency of the should plan and manage your schedule carefully. • make medium-term plans exams office. Redeploy other Use time well and you will be able to function administrative staff at critical effectively. • make use of a daily to-do list periods and budget for an Depending on the size of your centre, you • make the best use of the time you work extra member of staff for every may need dedicated support staff during most efficiently £100,000 of exam spend. busy periods – so liaise with your line manager • organise office work Give your exams officer the for help to be on hand when you need it. resources to work effectively Remember – the exams office needs to run • manage meetings so their deadlines don’t become effectively at all times, so don’t struggle on alone. your emergencies. Encourage • delegate effectively staff to keep to the exams
• make use of committed time officer’s entries timetable to prevent the wasted cost of • manage your health; you work less late entries. efficiently when run-down
AT A GLANCE • tackle difficult or awkward jobs at the ENSURE THAT SENIOR LEADERSHIP IS AWARE beginning of the day VOICE OF EXPERIENCE OF THE TIME NECESSARY TO CARRY OUT YOUR JOB EFFICIENTLY • keep meetings brief and focus on actions “FEW PEOPLE REALISE THE and agreements USE SUPPORT STAFF EFFECTIVELY COMPLEXITY AND WORKLOAD OF THE JOB – AND THE BUILD IN EXTRA TIME TO AVOID LAST-GASP • anticipate deadlines and do as much FIRE-FIGHTING preparation as possible. CRITICALITY OF GETTING THE CONCENTRATE ON RESULTS, NOT ON Plan ahead and record what you need DETAILS RIGHT. OUR TEAM BEING BUSY to do, and when, on a calendar. MET WITH OUR SLT JUST AT Estimate how much time you will need for THE RIGHT TIME WHEN each task, allowing enough contingency to MAKING ENTRIES. WE USED avoid last-minute rushes. PARTLY FILLED-OUT FORMS TO SHOW EXACTLY WHAT Delegate to your support team (assistants, invigilators, secretaries) to make best use of INFORMATION WE NEEDED IN each member’s skill set. WHICH FIELDS AND WE EXPLAINED GRAPHICALLY ALL Allow time for candidate tracking. FE THE PROCESSES AND colleges catering exclusively for 16+ exams PROCEDURES WE HAD TO GO face a greater burden in identifying candidates, THROUGH BEFORE AWARDING collating access arrangements and managing finances. BODY DEADLINES. THIS BROUGHT A LOT MORE COLLEAGUES ON OUR SIDE. I'D ADVISE EVERY SLT TO BUILD IN TIME FOR THE PLANNING AND ORGANISATION CHECKLIST EXAMS OFFICER AT A YES PARTLY NO MEETING AROUND ENTRIES.” Do you have sufficient time to carry out your exam duties?
Do you discuss time issues, and how to manage them, with your line manager? YVONNE WALLS, EXAMS Do you delegate to members of your support team? OFFICER, WITHINGTON GIRLS’ SCHOOL, MANCHESTER Do you make use of time management tools? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 46
42 RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES
CASE STUDY: PLANNING AND ORGANISATION
Raising Awareness of Critical Dates and Deadlines
Cromwell Community College, Cambridgeshire Type of centre 11–16 secondary school Number of pupils/students 960 Number of candidates 426 Exam fees £33,000 Current exams office software SIMS Charlie Robinson
The Problem Notes: The exams office is faced with multiple deadlines throughout the year. Some experienced staff were familiar with the deadlines but did not necessarily appreciate how long it takes the exams office to collate all the necessary information. Staff, candidates and parents were not always good at responding to requests for information in a timely way. Last-minute preparations caused stress, increased the likelihood of mistakes and sometimes led to late entry fees.
The Solution To increase timeline awareness we improved communications so that all parties could appreciate the implication of critical information flow requirements: • deadline reviews are now an established part of the regular staff meeting agendas • we have a big wall calendar in the exams office. This is a global communication tool for all parties • the senior leadership team has increased school–home communication about exam information requirements to parents and candidates.
The Benefits There is now a much greater awareness of the need to get information to the exams office on time. Everyone benefits: stress levels and costs are down, data accuracy has improved, and candidates and their parents are much better informed.
Name: Charlie Robinson, assistant principal Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 47
RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 43 05
Securing Time and Resources Office Space and Equipment Good Practice Having a sufficiently sized exams office to provide Make senior leadership aware that your a comfortable and efficient working environment office needs support staff to be efficient. is important. It should meet a minimum standard As a guide, the exams office should employ in terms of dedicated space and equipment. one extra member of staff for every £100,000 Office resources may be split into two categories. spent on exam entry fees. NOTES TO THE Some, such as a securable door and securable Ensure senior leadership knows how much LEADERSHIP TEAM windows, are a requirement of JCQ Instructions space you need to do the job efficiently. for conducting examinations. Others, like a Recognise the Office Needs Refer to the illustrations overleaf. dedicated phone/fax line or an internet-ready PC of Exams Staff with firewall and virus protection, are key to the Organise your office so that you can easily The exams office should be a working effectiveness of the exams office. lay your hands on whatever you need, when properly equipped permanent you need it. For a visual guide to what the ideal office standard space, and definitely not a hot means, take a look at the illustrations overleaf. desk shared with someone else. If an appropriate solution is not immediately available, make the exams office a priority of your centre’s refurbishment programme.
Consider the impact of inadequate accommodation on staff morale and your centre’s capacity to pass JCQ inspections.
.
OFFICE SPACE AND EQUIPMENT CHECKLIST YES PARTLY NO Are you satisfied with your exams office working environment? Are you happy that the exams office equipment supports self-sufficiency?
Secure safe purchased with NAA equipment funding grant GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 48
44 RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 0105 Securing Time and Resources
Conditions for Storing Question Papers in Secure Secure Storage Room Storage “Question papers must be stored in a safe or cabinet in a securely locked room conforming to the requirements below (secure storage). This room must be in a fixed building, preferably with no windows and on an upper floor. on*
Requirements:
inet* • strong safe; or security cabinet; or metal cabinet with ow panel) em Secure lock* (for example, 5-lever mortise type) n-portable, locking bar, bolted to wall or floor Window security bars*Door of solid constructi (not holl • two or three key holders only Secure hinges* Safe or no lockable, metal cab TM • secure room in fixed building, i.e. not a Portakabin or Intruder alarm syst similar, preferably on an upper floor with no windows • walls, ceiling and floor of strong, solid construction • solid door, (a hollow panel door would require extra reinforcement) Table for sorting scripts and question papers • strong secure hinges • security lock, e.g. five-lever mortise lock • two or three key holders only.
Suitable Alternative for a Centre with Large Numbers of Question Papers to Store
Requirements: • solid door with added metal reinforcement; (metal security screen may be used in front of door, i.e. roll- down shutter) • heavy duty hinges • five-lever mortise lock or similar • no direct access from a corridor • two or three key holders only. Advice: Where question papers are stored in a room with external windows, bars should be fitted or the room alarmed. If the room has a glass panel in or above the door, e.g. for health and safety reasons, the glass should be toughened safety glass. Where the volume of question papers is too great for secure storage in one room, you should use additional rooms within the centre which also meet the requirements for secure storage.”
From JCQ Instructions for conducting examinations, September 2005 to August 2006 *Items as described in Instructions for conducting examinations issued by the Joint Council for Qualifications GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 49
RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 45
Ideal Exams Office
facility
writer
cripts CD read/ ard disk backup fice hardware: rting s s of le with esk. H ax tem ine e for so ftware d processing, ware hone phone/Fl ter so DVD read/writer Storage shelves dows compatib er alarm sys ntations Large tabl Personal computer nswer Win e attachment to d ing productsftware ese forfor worexam and/or Intrud Dedicated p antivirus soft Secur Phone/A e trainfice so lation Personal compu ts and pr Firewall, ral of instal connection Softwar ess Gene eadshee thermal printer spr nications
eader (OMR) Laser or band internet PC commu mark r Paper shredderWalkie-talkie Broad Dedicated email addr Optical
Scanner
g papers
r movin
ipts lley fo Tro and scr GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 50
46 RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES
CASE STUDY: OFFICE SPACE AND EQUIPMENT
A Well-planned Office Can Make a World of Difference
Somerset College of Arts and Technology, Taunton Type of centre FE and HE college Number of pupils/students 12,000 Number of candidates 540 Exam fees £400,000 Current exams office software ebs Samantha Fox Sue Bussell
The Problem Notes: The exams office has a ‘Jekyll and Hyde’ character. We have to be extremely accessible, because when lecturers or candidates want us it usually can’t wait. But there are times when we need to be shut away, as the job involves a lot of detailed work requiring concentration. Also, we need to protect confidential information and the money we collect.
The Solution In the recent college refurbishment we had the opportunity to make requests regarding our new office. Here are some of the vital facilities we specified:
• a lockable door, clearly marked ‘exams office’ • within our lockable office, a further lockable secure storage area • a long flat surface for the arrangement of papers and scripts • to ensure that the exams office is secure, but that we are accessible, we have installed a lockable counter to the corridor. This is vital for collecting fees for retakes, etc.
• a notice board outside the exams office that we keep regularly updated – this often answers the questions of those waiting to see us, saving time for us all
• an exams page on the college intranet. This is referenced and accessed from all the departmental folders – so candidates and lecturers can find their way there easily
• natural daylight – a must for keeping a work environment healthy.
The Benefits Interruptions are down and we don’t have mountains of paper on our desks.
Names: Sue Bussell and Samantha Fox, exams officers Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 51
RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 47
CASE STUDY: OFFICE SPACE AND EQUIPMENT
Own Exam Equipment Defuses Departmental Tension
Castle Vale School, Birmingham Type of centre 11–16 secondary school Number of pupils/students 877 Number of candidates 160 Exam fees £100,000 Current exams office software Facility CMIS Elaine Bane
The Problem Notes: I found it difficult to persuade departments to lend their equipment for use during exams, especially when the loans were interdepartmental. Staff were concerned that their valuable equipment would be mislaid, misappropriated or damaged. For example, the mathematics department was reluctant to lend calculators to candidates who were sitting science exams. The equipment obviously had to be provided, so I needed to devise an alternative, stress-free source.
The Solution I knew that it would be very difficult to change the attitude of the staff, so I decided that the most sensible solution would be to establish a separate supply. Consequently, I have spent £600 to build up a supply of scientific and mathematical equipment for use solely during exams.
The Benefits The new system has reduced tension between departments and I can lay my hands on the equipment straight away. Setting up the exam rooms is more organised and all candidates are now well equipped when taking exams. Because I no longer have to go begging for equipment, my job has become a lot easier and my stress levels are lower.
Name: Elaine Bane, exams officer, data manager, Examination Officer’s Association (EOA) board of trustees Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 52
48 RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 05
Securing Time and Resources Centre Software Good Practice Most commercial software packages dealing Seek advice from other exams officers when with centre and college administration and choosing the best software for your needs. management provide support for the exam function. They include: Ensure you are fully trained, and completely confident, in the use of your chosen software • SIMS .net (www.capitaes.co.uk) NOTES TO THE package. Be aware of upgrades. LEADERSHIP TEAM • QLS (www.distinction-systems.co.uk) Link your exams office software to your Make the Most of Your Exams • Eclipse (www.elsl.co.uk) centre management database. Office Software • Facility CMIS (www.ccmsoftware.com) Compile a basic IT guidelines manual to Your exams office software document your own IT procedures. • Civica (www.civica.co.uk) is integral to the success and Keep a handy record of all your software efficiency of your centre. • ebs (www.fdlearning.com) Make sure your exams officer’s helpdesk contacts. • Hebron.net (www.hebron.co.uk) requirements are always Maintained schools should make use of their included in your centre’s MIS • Gold (www.pearsonphoenix.com) LEA’s ICT support function. strategy, and that you invest in user training. • Integris (www.rm.com) Make sure reliable IT support is available on site – just in case. Ensure your exams officer • PASS (www.wcbs.co.uk). knows who to go to for internal The British Educational Communications and IT assistance and, where Technology Agency (BECTA) (www.becta.org.uk) applicable, external LEA ICT is a source of impartial advice on centre support. management systems. Whichever system you have for exam functions, it should be linked to your centre management database for making, amending and tracking VOICE OF EXPERIENCE entries, and producing reports and timetables. “THERE’S A GROWING NEED TO REPORT ON EXAMS BOTH INTERNALLY TO MANAGEMENT AND OTHER DEPARTMENTS AND EXTERNALLY (TO THE LEA, THE LSC, DfES, ETC.). IF WE DIDN’T USE OUR MIS SYSTEM EFFECTIVELY THIS WOULD BE A REAL BURDEN. WE WORK WITH THE MIS DEPARTMENT TO CREATE REPORTS THAT DOWNLOAD FROM EBS INTO AN ACCESS DATABASE. WE EXPLAIN WHAT WE NEED AND – SO FAR – TEN TIMES CENTRE SOFTWARE CHECKLIST OUT OF TEN WE GET IT.” YES PARTLY NO Are you and your staff adequately trained in the use of exams office software? SAMANTHA FOX, EXAMS Do you have appropriate levels of computer software support? OFFICER, SOMERSET Are exams office staff encouraged to share good practice about exams office COLLEGE OF ARTS AND software? TECHNOLOGY, TAUNTON Do you regularly back up your key data? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 53
RUNNING AN EFFICIENT EXAM CENTRE SECURING TIME AND RESOURCES 49
CASE STUDY: CENTRE SOFTWARE
Make Your Exams Software Package Work for You of these people as you can and develop means of communicating effectively with them.
Reading School Type of centre 11–18 foundation selective boys’ school Number of pupils/students 830 Number of candidates 395 Exam fees £60,000 Current exams office software SIMS .net
The Problem Notes: Most school management software has extensive facilities to integrate data across functions. However, with every school being structured differently you have to customise the data linkages. This can be difficult and also it can be hard to find the time.
The Solution We opted to bite the bullet, and allocated quality resources to start making efficient use of the software. This year we are managing our exam entries using current year-group data. As well as saving time, we are completely bypassing the errors that creep into manual entry or re-entry. Next year we expect that we will enter by sets, as we have connected the timetable module to the exams entry module, so that information collected on candidates will be automatically available, cutting out another stage in the process. Careful management of the EDI transfer system, coupled with scrutiny of exam board requirements, will lead to increased efficiency. Where MIS support is available, either within the centre or from the LEA, I’d advise you take full advantage.
The Benefits We expect to save up to 50 percent of the time taken; errors from manual re-entry will be reduced significantly. And by managing the data in this way all the reports we need about results, etc. are much easier to utilise.
Name: Matthew Dawes, teacher of economics Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 54
50 RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION 06
Administration Connecting with Administrative Services Good Practice You should ensure that the administrative Reception and switchboard staff should functions of your centre support the work of know where and how to forward your post, the exams office. telephone calls and emails. Messages need Within the centre this includes the MIS from which to reach you rapidly. A walkie-talkie may be NOTES TO THE you need effective and efficient processes for LEADERSHIP TEAM a good investment for staying in touch. inputting, checking and amending student data, All mail addressed to you should be marked Integrate for Effectiveness and producing accurate linked exam information ‘for the attention of the exams officer’. Make such as exam entry records and timetables. Ensure the centre’s general sure all mail with a five-figure national centre administrative function Administration is not solely to do with systems, number (NCN) goes straight to the exams supports the work of the however. People support needs to be in place office. exams office and that exams too, on a day-to-day basis and particularly during Print your internal forms on different coloured office data is not isolated from busy exam periods. other centre information paper so that they are easily identifiable. sources. Procedures should be Involve exams office staff in evaluating the flexible enough to allow staff centre’s administrative systems. easy access to candidate and exam information. Establish a process for requesting additional administrative support for the exams office if required. For example, caretakers/buildings managers are important in making sure exam rooms are up to scratch, and HR may need to recruit and manage
invigilators.
AT A GLANCE SET UP OFFICE PROCEDURES THAT KEEP YOU IN TOUCH AT ALL TIMES MAKE SURE YOUR CENTRE’S SYSTEMS ARE ABLE TO PROVIDE ACCESSIBLE EXAM INFORMATION AND DATA WHEN REQUIRED
CONNECTING WITH ADMINISTRATIVE SERVICES CHECKLIST YES PARTLY NO Do reception/switchboard staff know how to reach you? Do the centre’s general administrative procedures support the work of the exams office? Is the exams office able to retrieve key exam or candidate data from the centre’s administrative systems? Is there a process for requesting additional administrative support for the exams office? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 55
RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION 51
CASE STUDY: CONNECTING WITH ADMINISTRATIVE SERVICES
of these people as you can and develop means SET UP AN EXAMS SITE ON THE CENTRE Better Communication Cuts Costs and Saves Time of communicating effectively with them. INTRANET WHERE POSSIBLE. and advice. [How to find your NAA field officer….] For the smooth running of exams cycle, you
Attend free training courses from the NAA's shouldPeter establish Symonds clear College, lines of communicationWinchester (website with all those involved. Draw together nationwide programme GoodType of Practice centre 16–19 sixth form college address), which offers practical information from senior management, heads of advice and useful networking department,IdentifyNumber staff teaching of with pupils/students and non-teaching staff2,600 as responsibility for exams opportunities. well asNumber special of needs, candidates awarding bodies, 2,500 within every department. Draw up a list of key contacts at candidates, parents, guardians and carers. Exam fees £350,000+ the awarding bodies. AQA Produce a comprehensive (www.aqa.org.uk) has a team of seven regional flowCurrent chart of exams who doesoffice what. software UNIT-e Dr Alan Waymont officers across the UK who can provide you AsPublish exams itofficer, and circulate you need it to be absolutely clear with support and guidance. Edexcel whereall colleagues responsibilities involved lie soin theget to know as many (www.edexcel.org.uk) has six regional offices of examstheseThe Problem peopleprocedure as you so theycan andall develop means and also provides regional professional of knowcommunicating what is expected effectively and with them. Notes: Inadequate communications between departments can lead to development training. [More…?] what everyone else is doing. increased workload. We realised that other departments had skills This will reduce the time
Find out about LEA support for exams officers that could be useful to the exams department and that wasted in unnecessarily and staff. collaboration could save both time and money. doublingGood Practiceup work and effort. [More…?] Set up an exams areaIdentifyThe on Solution yourstaff intranetwith responsibility site if for exams Join the national Exam Officers’ Association.appropriate at yourwithin centre every and department. use it to publish The association supports exams staff working Our college enjoys excellent levels of cooperation both within an exams calendar,Produce changes a comprehensiveto entry figures flow chart of who in schools and colleges. Its website and between all departments. Vitally, the exams office has a good and any other keydoes information. what. Publish Involve it andstaff circulatein it to all (www.examofficers.org) has a forum where relationship with staff responsible for the college management keeping it up to date.colleagues Distribute involved the updates in the exams in procedure so questions and discussion points can be posted information system, and as a result we have been able to write hard copy, too, andthey post all onknow notice what boards. is expected and what for feedback from other members. reports for all aspects of the examinations work. We have now Arrange regular teameveryone meetings else withis doing. This wilreduce the time automated many of the necessary, previously very time-consuming Meet with local colleagues from otherresponsible centres staff andwasted senior in unnecessarilymanagement doublingto up work and to share good practice solutions to common procedures – for example, clash resolution, special requirements keep everyone informed.effort. problems. forms, timetabling, seat cards, result tracking, and result letters. Work with tutors andSet uppastoral an exams advisers area on on the your intranet site if most effective meansappropriateTo ofensure communicating thatat your everyone centre isand fully use up it to to date, publish we review reports information to candidates.anregularly exams calendar, and update changes existing to entryreports figures when necessary. We can also create new reports when a need is identified. AT A GLANCE Make reasonable andallowances any other for keyteaching information. staff. Involve staff in keeping it up to date. Distribute the updates in SET UP REGULAR MEETINGS AND WORKObtain copies of the master timetable so you hardThe copy, Benefits too, and post on notice boards. CLOSELY WITH YOUR LINE MANAGER.know when they are teaching and not always ArrangeUseful softwareregular team reports meetings and the with automation of procedures have TAP INTO THE SUPPORT AND ADVICEable to respond to information requests as AVAILABLE FROM THE NAA, THE AWARDINGsoon as you wouldresponsible like.reduced our staff workload. and senior The management procedures themselvesto take much BODIES AND THE ASSOCIATION OFDevise EXAMS a reliable methodkeepless everyonetime, for communicatingand informed. this saves money and reduces mistakes. OFFICERS. urgent informationWork toAll thosethe with work tutorswho has need and been it,pastoral anddone byadvisers staff already on the employed by the ATTEND NAA TRAINING DAYS ANDat TAKE short notice. Youmostschool may effective need so no to meansextra use severalresources of communicating were required. EVERY OPPORTUNITY TO MEET WITHmethods OTHER at once toinformation convey an to urgent candidates. message EXAMS OFFICERS. - even sending it byMakeName: hand. reasonable Dr Alan allowances Waymont, for exams teaching manager staff. Seek feedback fromObtainEmail: colleagues copies [email protected] onof thewhich master timetable so you communications methodsknow when work they well. are Welcome teaching and not always FORGING LINKS WITH STAFF suggestions for improvement.able to respond to information requests as
AT A GLANCE IDENTIFY STAFF WITH EXAMS RESPONSIBILITIES IN EVERY DEPARTMENT. CREATE FLOW CHARTS OF WHO DOES WHAT, WHEN AND WHERE AND CIRCULATE THEM TO ALL RELEVANT PERSONNEL. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 56
52 RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION
CASE STUDY: CONNECTING WITH ADMINISTRATIVE SERVICES
Amalgamation of Administration Improves College Processes
The Sixth Form College, Farnborough Type of centre 16–19 sixth form college Number of pupils/students 2,400 Number of candidates 2,400 Exam fees £450,000 Current exams office software In-house developed systems (Cristal) Amanda Blood
The Problem Notes: It is vitally important that staff have the knowledge and facilities to take appropriate action when there are changes to courses. We wanted to set up a system that allowed direct access to information, was well equipped and that did not rely on just one person.
The Solution The college administration centre and the exams office are one and the same – our registry – responsible for exams, the electronic attendance system and the management information system. The team – which has grown from three members to six – consists of full-time support staff with good knowledge of IT, funding and the statistical requirements of the centre – for example, the individual learner record.
The Benefits We have built-in cover so that we are never dependent on one person. Because all the college’s administration is consolidated, we have automatic access to vital information about candidate enrolments, course allocations, room usage, etc. This is highly beneficial to college processes. The teaching staff all recognise us as valuable team members as we interact with them in many ways. Our line manager is an assistant principal, providing us direct access to the senior leadership team. There may be cost savings.
The Future We are improving communication by making more information available to candidates via the internet and intranet. As this comes online it will also help staff to become familiar with new systems.
Name: Amanda Blood, assistant registrar Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 57
RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION 53 06 Administration
Contingency and Succession Planning Consider preparing a brief handbook on how to do the job and what processes you Because your work and the resulting data are have set in place. vital to the smooth running of exams throughout the academic year, you need to have plans in Refer to the Exams Office Good Practice place to protect against systems failure. Guide, Part One: The Exam Cycle. Include: • how qualifications are structured and Your contingency plan should set about reducing assessed NOTES TO THE the risk of disruption in the first instance, and LEADERSHIP TEAM ensure normal services can be resumed should • how to deal with awarding bodies and meet a serious incident occur. deadlines Think the Unthinkable
You should also prepare a succession plan that • how entries are made Have you done an exams risk will allow another person to step in if you are assessment? You need to know • how penalties for late entry amendments unavailable. who has been nominated to or withdrawal are administered bridge the gap should your
Good Practice • how arrangements for access, transferred exams officer fall ill, or leave. candidates and late arrivals are processed Prepare a ‘disaster recovery plan’ in case of The line manager should have a systems failure that will get the exams office • how exam integrity is maintained clear contingency plan that functioning again as soon as possible. secures exams office functionality. • how results are generated, issued and Recognise, too, the level of risk Nominate, with their agreement, a member validated you face should you have no of your exam team capable enough to exams officer backup. • how the results enquiries and appeals provide backup if and when you are procedure works unavailable. • how update information is promptly Keep paperwork, calendars and flow charts despatched to all essential staff and up to date. candidates. Collate all contact details of awarding bodies, Notify your line manager that you have set special educational needs departments and of contingency plans in place should you be integral personnel such as invigilators. Make unavailable at any stage of the exam cycle. sure the information is easily accessible.
Plan and budget for a handover period with your line manager if you are leaving the job permanently. AT A GLANCE IN YOUR ABSENCE, MAKE SURE A DEPUTY OR COLLEAGUE KNOWS WHAT YOU DO, HOW TO DO IT, WHERE TO FIND ESSENTIAL INFORMATION AND HOW TO ACTION IT
CONTINGENCY AND SUCCESSION PLANNING CHECKLIST YES PARTLY NO Does someone know what to do should you be absent on the day of an exam?
Do senior leaders know the requirements of an efficient and effective exams officer? Do senior leaders understand the complex nature of the exam process? Do you have a ‘disaster recovery plan’ in place? Is exams risk assessment part of the centre’s policy and procedures? GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 58
54 RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION
CASE STUDY: CONTINGENCY AND SUCCESSION PLANNING
Designated Exam Team Ensures Exams Run Smoothly
Chasetown Specialist Sports College, Burntwood Type of centre 11–18 comprehensive school Number of pupils/students 880 Number of candidates 395 Exam fees £57,000 Current exams office software SIMS Examinations Organiser Brian Higson
The Problem Notes: The college’s exams secretary, a full-time teacher, was having to deal with increasing administrative demands as the complexity of the role increased. His job was further complicated by the fact that other teachers managed some external exams such as National Curriculum Tests and key skills, which sometimes caused breakdowns in communication and associated mistakes. We were also very aware that the exams secretary was the only one who had a grasp of the whole picture. We realised that we were going to have to arrange suitable skills backup to prevent any problems that would inevitably arise should he be absent from college.
The Solution To meet the requirements of the Workforce Agreement of 2003, we invited one of our more experienced administrative staff to take on a new role. After training in exam entries, amendments, procedures and the use of the new exam organiser software, she became our exams administrative assistant. She is managed by our now retitled exams officer who is in turn line-managed by one of the deputy headteachers. The exams officer now has overall management responsibility for all external examinations and delegates all administrative tasks to his assistant.
The Benefits The restructuring has worked well. We have three staff with carefully defined roles to keep a close eye on all aspects of public exams, and because they now anticipate and prevent problems, our exams run more smoothly and we make fewer mistakes. Exams are now starting on time rather than a few minutes late as happened in the past.
Name: Brian Higson, deputy head Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 59
RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION 55
CASE STUDY: CONTINGENCY AND SUCCESSION PLANNING
Succession Planning and Exams Office Emergency Cover
Oldham Sixth Form College Type of centre 16–19 sixth form college Number of pupils/students 2,000 Number of candidates 2,000 Exam fees £300,000 Current exams office software Eclipse Linda Donnell
The Problem Notes: No member of staff is immune from the risks of illness or accidents. We recognised that the school’s exam system would be at risk if the exams officer were away for a significant period. In a recruitment situation it may not be practical to arrange a period of handover for a new member of staff.
The Solution The exams officer, with the support of the SLT, prepared a contingency plan. Key information, process details, critical dates and some general hints have been collected into a set of working files so that the exams office knowledge is more explicit. Around the exams officer, there are people with subsets of the knowledge who can provide emergency cover. Their roles have been defined and rehearsed. A set of contingency IT procedures have been established. These allow operation in a reduced set of critical areas that ensure the integrity of vital data and an awareness of pending deadlines. Other members of the administration team are being trained in aspects of the exams officer role. This represents career development for them and creates potential future exams officers or temporary stand-ins.
The Benefits Having this contingency plan brings peace of mind. It has reinforced the importance of the exams officer role while developing significant teamwork across the school.
Name: Linda Donnell, exams officer Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 60
56 RUNNING AN EFFICIENT EXAM CENTRE ADMINISTRATION 01
CASE STUDY: CONTINGENCY AND SUCCESSION Operational ProcessesPLANNING
Preparing an Emergency Cover Plan for the Exams Office of these people as you can and develop means ALL RELEVANT PERSONNEL. and advice. [How to find your of communicating effectively with them. SET UP AN EXAMS SITE ON THE CENTRE NAA field officer….] Attend free training courses from the NAA's For theRadclyffe smooth School,running Oldham of exams cycle,INTRANET you WHERE POSSIBLE.
nationwide programme (website shouldType establish of centre clear lines of communication11–16 secondary school address), which offers practical with all those involved. Draw together Good Practice advice and useful networking informationNumber from of pupils/students senior management, heads 1,500of Identify staff with opportunities. department,Number teaching of candidates and non-teaching staff 300as responsibility for exams Draw up a list of key contacts at well as special needs, awarding bodies, withinExam every fees department. £70,000+ the awarding bodies. AQA candidates, parents, guardians and carers. (www.aqa.org.uk) has a team of seven regional ProduceCurrent a comprehensive exams office software CMIS Gillian Barker officers across the UK who can provide you flow chart of who does what. with support and guidance. Edexcel AsPublish exams itofficer, and circulate you need it to be absolutely clear (www.edexcel.org.uk) has six regional offices whereallThe colleagues responsibilities Problem involved lie soin theget to know as many and also provides regional professional of examsthese peopleprocedure as you so theycan andall develop means Notes: The school relied on a single person as exams officer, putting the development training. [More…?] of knowcommunicating what is expected effectively and with them. school exam system at risk. Like most schools, we did not have what everyone else is doing. Find out about LEA support for exams officers the luxury of a fully trained backup who could step in if the exams This will reduce the time
and staff. officer was away for any length of time. Nor did we have the wasted in unnecessarily [More…?] resources to get such a person in place. doublingGood Practiceup work and effort. Join the national Exam Officers’ Association.Set up an exams areaIdentify on yourstaff intranetwith responsibility site if for exams The association supports exams staff working The Solution appropriate at yourwithin centre every and department. use it to publish in schools and colleges. Its website The exams officer works closely with a number of colleagues an exams calendar,Produce changes a comprehensiveto entry figures flow chart of who (www.examofficers.org) has a forum where who all know bits of the job. We recognised that if appropriately and any other keydoes information. what. Publish Involve it andstaff circulatein it to all questions and discussion points can be posted prepared and organised, this group could provide adequate cover keeping it up to date.colleagues Distribute involved the updates in the exams in procedure so for feedback from other members. for an extended period. hard copy, too, andthey post all onknow notice what boards. is expected and what Meet with local colleagues from otherArrange centres regular teameveryoneHence meetings we else agreed withis doing. a set This of roleswilreduce and responsibilitiesthe time for individuals to share good practice solutions to common responsible staff andwastedto senior provide in unnecessarilymanagement cover for different doublingto parts up ofwork the and job. This had to be problems. keep everyone informed.effort.more than a paper exercise. Each player had to commit to their Work with tutors andSetresponsibility, uppastoral an exams advisers learning area on on the enoughyour intranet to cover site the if gaps in their most effective meansappropriateknowledge of communicating at and your to centre understand and use how it to publishinterface with the other stand-ins. AT A GLANCE information to candidates.an exams calendar, changes to entry figures and any other key information. Involve staff in SET UP REGULAR MEETINGS AND WORKMake reasonable allowancesIn addition for we teaching have created staff. process documentation and a card keeping it up to date. Distribute the updates in CLOSELY WITH YOUR LINE MANAGER.Obtain copies of theindex master of importanttimetable contacts.so you These include sources of help from hardneighbouring copy, too, andschools. post on notice boards. TAP INTO THE SUPPORT AND ADVICEknow when they are teaching and not always able to respond toArrange information regular requests team meetings as with AVAILABLE FROM THE NAA, THE AWARDING To ensure that the cover works in practice we have had a number soon as you wouldresponsible like. staff and senior management to BODIES AND THE ASSOCIATION OF EXAMS of rehearsals. OFFICERS. Devise a reliable methodkeep everyone for communicating informed. ATTEND NAA TRAINING DAYS ANDurgent TAKE informationWork toThe those withBenefits tutorswho need and it,pastoral and advisers on the EVERY OPPORTUNITY TO MEET WITHat shortOTHER notice. Youmost may effective need to means use several of communicating Knowing we have an effective backup plan brings peace of mind. EXAMS OFFICERS. methods at once toinformation convey an to urgent candidates. message In addition, the exercise of preparing the plan has improved - even sending it byMake hand. reasonable allowances for teaching staff. teamwork, communications and effectiveness under normal Obtain copies of the master timetable so you Seek feedback fromoperations. colleagues on which FORGING LINKS WITH STAFF communications methodsknow when work they well. are Welcome teaching and not always suggestions for improvement.Name: Gillian Barker, exams officer Email: [email protected] AT A GLANCE IDENTIFY STAFF WITH EXAMS RESPONSIBILITIES IN EVERY DEPARTMENT. CREATE FLOW CHARTS OF WHO DOES WHAT, WHEN AND WHERE AND CIRCULATE THEM TO GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 61
RUNNING AN EFFICIENT EXAM CENTRE CAREER DEVELOPMENT 57 07
Career Development Career Development and Recognition Good Practice The role of exams officer presents significant Set yourself goals to further your career – opportunities for career development, whether for example, by undertaking training to plug you work full time in the exams office or you knowledge gaps or weaknesses. combine the post with other duties within your centre. Discuss your personal career development with your line manager during appraisals. Working in education is an excellent opportunity Identify other career opportunities that may NOTES TO THE to find out about other career avenues in the interest you in the future. LEADERSHIP TEAM sector. You should actively seek out training for both yourself and other exams office staff so that, Regularly review exams office staff’s training Make Your Exams Office collectively, you continue to function at your best. needs, including IT and computer skills, Team Feel Valued ensuring they have access to available You should ensure you know training. about the career plans of the exams officer and the exams office team.
Opportunities to gain relevant qualifications in, for example, exam practice, management or administration should be actively promoted and encouraged. Allocate a proportion of your centre’s INSET budget for the training and development of your exams office staff.
VOICE OF EXPERIENCE
YOU HAVE TO HAVE A PLAN
“SOMERSET COLLEGE HAS AN ACTIVE APPROACH TO STAFF DEVELOPMENT, BUT IT ONLY WORKS FOR YOU IF YOU HAVE YOUR OWN IDEAS AND CAREER GOALS. WE HAVE AN ANNUAL EMPLOYEE APPRAISAL MEETING (PERSONAL DEVELOPMENT REVIEW). NINE TIMES OUT OF TEN, IF YOU GO IN WITH A SOUND IDEA FOR DEVELOPMENT, YOUR MANAGER WILL APPROVE IT.” CAREER DEVELOPMENT AND RECOGNITION CHECKLIST YES PARTLY NO SAMANTHA FOX, EXAMS Is your exams office part of the centre’s performance management arrangements? OFFICER, SOMERSET Do you discuss your career plans with senior leadership? COLLEGE OF ARTS AND Have you considered gaining a qualification in exams office practice, management or TECHNOLOGY, TAUNTON administration? GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 62
58 RUNNING AN EFFICIENT EXAM CENTRE CAREER DEVELOPMENT 07
Career Development Training Good Practice Everyone in the exams office will benefit from Attend appropriate exams officer training training. courses, both on and off site. Free one-day and online training courses from the NOTES TO THE Be aware of your centre’s training policy NAA provide practical advice based on first-hand LEADERSHIP TEAM and champion the training needs of all knowledge. They are available nationwide and exams office staff. Promote Training have been developed in partnership with the awarding bodies and experienced exams officers. Refer to the awarding body websites The exams officer role is You can register to receive future training course at regular intervals – www.jcq.org.uk, complex and carries dates at www.naa.org.uk/examsoffice. www.aqa.org.uk, www.edexcel.org.uk and responsibility for a significant www.ocr.org.uk. Check for any procedural or part of the centre’s budget, Awarding bodies, such as AQA and OCR, run regulatory changes and ensure that you know so it is incumbent on senior courses for exams officers and invigilators. what has altered since the last exam cycle. leaders to ensure that time is AQA courses provide information on new given to the exams officer to developments and initiatives specific to AQA Maintain your library of awarding bodies’ attend external training events such as e-AQA. AQA also offers training for new publications (handbooks, guides, publication and conferences to allow them exams officers, which complements the training to keep up to date with exams catalogues, fees lists) by throwing away system changes. Allocate a provided by NAA and looks specifically at AQA’s (recycling, where possible) earlier versions as training budget to the exams administrative procedures. Edexcel also runs soon as you receive new ones. Keep the latest office and monitor the use courses for exams officers from time to time. versions to hand so you know where to find and effectiveness of the the information you need quickly. You should fully understand the workings of all training received. the awarding bodies so you can inform colleagues Include the latest computer software Staff satisfaction surveys of any changes. developments in your training programme. are a useful way to identify Regional, national, face-to-face and online Aim to put lessons learned into practice opportunities for improvement professional development training in all areas of in all areas. as soon as possible. centre management is available from SfE Ltd (Stands for Education). You can formalise your IT skills, too, by attaining the European Computer Driving Licence (ECDL) or a computer literacy and information technology (CLAIT) qualification. Don’t forget to keep in step with the systems, software developments and upgrades used in your exams office to monitor and administer exams. If you are a non-teaching exams officer, you might consider studying for Edexcel’s Level 4 BTEC Professional Certificate in Planning and Administering External Examinations. See www.edexcel.org.uk – BTEC short courses. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 63
RUNNING AN EFFICIENT EXAM CENTRE CAREER DEVELOPMENT 59
AT A GLANCE STAKE YOUR CLAIM FOR A SHARE OF YOUR VOICE OF EXPERIENCE CENTRE’S TRAINING BUDGET BE SURE YOU ARE UP TO DATE WITH ANY “INFORMATION TECHNOLOGY CHANGES IN PROCEDURE MADE BY THE SYSTEMS ARE A KEY ELEMENT VARIOUS AWARDING BODIES OF THE EXAMS OFFICE. NOT CHECK THAT YOU AND YOUR STAFF RECEIVE ONLY CAN THE SOFTWARE OFFICIALLY RECOGNISED TRAINING UPDATES MANAGE BASIC INFORMATION ALLOW FOR TRAINING TIME AT ALL LEVELS, BUT TYPICALLY INFORMATION FROM INFORMATION TECHNOLOGY TO NEW TECHNOLOGY CAN BE SET UP AWARDING BODIES’ PROCEDURES AND SLOT THAT TIME INTO YOUR PLANNED SCHEDULE TO PRODUCE REPORTS FOR THE SCHOOL AND OTHER STAKEHOLDERS. INVESTMENT IN SOFTWARE TRAINING FOR STAFF PAYS DIVIDENDS IN TERMS OF EFFECTIVENESS AND EFFICIENCY.”
KEN BODIE, EXAMS OFFICER, ST BEDE’S SCHOOL, SCUNTHORPE
TRAINING CHECKLIST YES PARTLY NO Is there a planned programme of training at the centre? Do you have a training budget? Are your training needs regularly reviewed? Do you receive information on training opportunities from SLT or your line manager? Do you regularly attend update and training sessions from awarding bodies and other suppliers? Do senior leaders monitor the use and effectiveness of training? Is training part of exams office staff’s continuing professional development (CPD)? Do you use training courses to discuss issues with other exams office staff and to share good practice? Is there a centre plan in place for training someone new to exam work? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 64
60 RUNNING AN EFFICIENT EXAM CENTRE CAREER DEVELOPMENT
CASE STUDY: TRAINING
Personal Career Development Pays Dividends
The Folkestone School for Girls 11–18 selective, mathematics and Type of centre computing specialist Number of pupils/students 1,000
Number of candidates 883
Exam fees £60,000
Current exams office software SIMS .net Ann Griggs
The Problem Notes: In many centres the idea of career development is valid for teachers but not for others. It’s hardly surprising then that the administrative exams officer’s role is often undervalued.
The Solution At The Folkestone School for Girls, the exams officer, Ann Griggs, has for many years been a senior and respected member of the school’s non-teaching staff. Personal development for all is part of the school’s policy and they have achieved IIP (Investors in People) status. As Ann puts it: “I don’t recall ever being refused the opportunity to attend a course or conference.” Ann is now a member of the school’s senior leadership team with responsibility for all administration staff and with a brief to oversee exams. Amongst her other responsibilities, she will also take on the tasks of arranging the school timetable and establishing an overview of reporting and assessment. She is completing a degree course in business administration, which is also supported by the school. “As a mature student I can contrast the real-world situations of the exams office with the business theories put forward. This really adds value to my learning.”
The Benefits The personal benefits are obvious but the benefits to the school are also clear. A motivated, well-respected and well-educated member of the non-teaching staff raises the status of all those in support roles and sets an excellent example.
Name: Ann Griggs, senior administrator Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 65
RUNNING AN EFFICIENT EXAM CENTRE CAREER DEVELOPMENT 61
CASE STUDY: TRAINING
Bringing Entries into the Electronic Age of these people as you can and develop means of communicating effectively with them.
Canon Palmer Catholic School, Redbridge Type of centre 11–18 secondary school Number of pupils/students 1,205 Number of candidates 610 Exam fees £80,000 Current exams office software SIMS Examinations Organiser Pauline Goggin
The Problem Notes: When I accepted the position of exams officer at the school, I already had some limited IT knowledge and quickly realised that adding to it would be helpful in my new role. Prior to my appointment, my predecessor had written all the entries by hand, so there were no electronic systems in place in the exams office. This meant that existing procedures were slow and prone to error.
The Solution With no previous experience as an exams officer, I knew that I would need some training and that other exams officers would be able to help me. I enrolled at my local college and attended several useful courses where I learned how to use useful office applications such as spreadsheets and how to merge documents. I contacted other local exams officers who proved to be very helpful and were invaluable sources of information.
The Benefits Picking my colleagues’ brains, and combining their ideas with the IT knowledge I have gained, has been very successful. The learning process has taken time, but it has proved very worthwhile. I have replaced the incumbent time-consuming procedures with new, quicker methods and the number of errors in the entries has decreased.
The Future Procedures are changing all the time and I am now in need of further training. However, I have established a good platform and I am confident that it will be simple to upgrade my existing skills.
Name: Pauline Goggin, exams officer Email: [email protected] GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 66 GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 67
RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 1 63
Appendix 1
WAMG Statement on the National Agreement The deployment of support staff in roles such and Workforce Remodelling as examinations officers has the potential to enhance the efficiency of examinations practices The signing of the National Agreement on Raising within schools but it is important that such Standards and Tackling Workload and the deployment takes place under the following contractual changes arising from it have had a conditions: profound and beneficial impact on the operation of schools. All three of the phases on contractual • support staff deployed as examinations officers change have now come into effect for all should be placed on a point on the LEA pay teachers at maintained schools. Increasingly the and grading structure that reflects their full implementation of the Agreement at a school range of responsibilities level has been underscored by a process of • where an existing member of support staff is workforce remodelling which allows schools to appointed to the role of examinations officer embrace new ways of working which can benefit this will usually require a job re-evaluation both staff and pupils. The Workforce Agreement process in line with established school or Monitoring Group (WAMG) strongly supports and LEA procedures has consistently promoted the principle of allowing teachers to focus on those core teaching • appropriate induction, training and and learning responsibilities which require their opportunities for continuing professional professional expertise and which add the most development should be provided benefit to pupils’ learning. • appropriate additional staffing resources for Specifically, the phase one changes to conditions the exams office should be identified and of service for teachers included the provision that allocated, especially during times of peak teachers may not be routinely required to activity undertake identified administrative and clerical • where there is a transfer of responsibilities tasks including administering examinations. This from a teacher to a member of support staff has a clear impact on the conduct of examination appropriate systems should be put in place to systems in schools and particularly where a ensure a smooth handover and to monitor the teacher previously undertook the administrative revised arrangements/structures as well as the educational functions of the exams office. The changes arising from the Agreement • there should be clear communications systems are given statutory status by their inclusion on the established to allow examinations officers School Teachers’ Pay and Conditions Document access to all necessary information and to liaise (STPCD), which records that: with all relevant parties. “Many schools have also benefited from the Additionally, when a new post is established those creation of specific specialist roles such as health roles that require the professional expertise of a and safety officers, examination and timetabling teacher should be clearly defined and appropriate officers, attendance clerks and technical support systems put in place to ensure coordination staff. Small schools may wish to consider whether between academic and administrative functions for certain tasks a post could be shared with a within the examination systems. neighbouring school or schools.” It is the head of centre (in schools usually the School Teachers’ Pay and Conditions Document, headteacher) who is ultimately accountable for the 2004. Section 4, paragraph 19. conduct of external examinations and as such it is vital that examination officers work closely with the senior leadership team and heads of department to ensure effective and efficient practices. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 68
64 RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 2
Appendix 2
The Annual Exam Systems Report This template is a guide to the contents and format for an exam systems report. The report could also include statistics on passes and fails – but this should not be the report’s main purpose, nor should it be a substitute for this information.
The Annual Exam Systems Report
Area Items to cover Statistics All by subject/department: • Numbers of candidates entered for exams • Numbers of component entries • Late entries • Unexpected entries • Access arrangements and special consideration cases • Enquiries about results (EARs) • Appeals • Incidences of malpractice • Fees charged (including late/unexpected entries) Personnel • Staff involved (including non-teaching staff) • Staff turnover • Training undertaken Internal communication • Methods of communication – what went well, what didn’t, fitness for purpose • Internal constraints External • Methods of communication – what went well, what didn’t, communication fitness for purpose • Delivery of confidential exam material • External constraints • Despatch of scripts to examiners ICT • Hardware – what works well, what doesn’t, what is needed • Software – what works well, what doesn’t, what is needed • Training undertaken Exam regulations • Were these adhered to? • Were there particular problems associated with their implementation? • Were arrangements for the secure storage of papers and scripts effective? • Issues arising from JCQ inspector’s report Annual schedule • Did it work? • Were all key dates identified and adhered to? Risk assessment • Were all key risk areas identified? • Were contingency plans adequate? Resource requirements • Quantity and quality of human resources, for example invigilators • Quantity and quality of physical resources, for example rooms Problems • Causes • Resolutions • Lessons for the future Summary • What went well, what didn’t • Suggested improvements • Overall effectiveness • The exams office’s financial performance against budget GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 69
RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 3 65
Appendix 3
External Invigilators and the Exams Office Establish the position and authority of the external invigilators within the centre by: Here are some good practice pointers to building sustainable working relationships between • introducing them to the head of centre external invigilators and exams office staff, who • introducing them to candidates and centre may be responsible for employing them. staff. At the very least, the SEI should be Agree the remuneration package for introduced to candidates and staff so it is Peter Sergeant, invigilators. Consider payment by the session known who will be conducting the exams Undermaster, rather than by the hour, as the latter could • providing identity badges like those used by Loughborough involve invigilators giving up a half day for just permanent members of staff (academic and Grammar School an hour and a half’s work. Other conditions of administrative). These should indicate employment may include the provision of seniority where appropriate. lunches and refreshments, car parking and adequate breaks. The SEI should be the central point of contact for EIs – for employment requests Criminal Records Bureau (CRB) checks must and signing up to particular exam sessions. be made when recruiting EI personnel (see The SEI might keep the EI team informed www.crb.gov.uk). A cost is involved, so consider regarding future invigilation requirements and giving would-be EIs the opportunity to sample maintain a team database for the exams office. their new role under the supervision of CRB- checked staff first. A centre that insists on EIs It is equally important, however, that paying for their own CRB checks is less likely invigilators feel they can relate to the exams to be successful in attracting staff than one that officer directly so they can pass on comments covers this cost. and suggestions freely. Make sure all invigilators know their duties Make sure the centre’s academic and and responsibilities. With these established, administrative staff know EIs are likely to be the senior external invigilator (SEI) can assume sharing the centre’s amenities and facilities a large portion of the administrative burden during exam times, and that the relevant due to the employment of external invigilators permissions are sought. – for example, by arranging cover for the timetable of exam periods, monitoring the EIs who do the invigilation, logging the hours for each EI and providing the exams officer with a consolidated list of hours on a regular basis. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 70
66 RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 4
Appendix 4
Developing Close Working Relationships with You must send the applications before the Your SENCO/ALS Manager, Learning Support deadline date to ensure candidates get the Manager or Inclusion Manager appropriate arrangements they need. These deadline dates can be found in the JCQ 1. Working with Your SENCO/ALS Manager publication Regulations and Guidance Relating The SENCO/ALS manager is central to managing to Candidates who are Eligible for Adjustments candidates with physical or long-term learning or in Examinations. This booklet applies to general Graham Herbert, Project Manager emotional, behavioural and social (EBS) difficulties qualifications: AEA, GCE, VCE, GCSE, GNVQ, (Access Arrangements, who need access arrangements in exams. These entry level and key skills exams. Your centre Special Consideration), arrangements are based on the candidate’s needs should receive this early in the academic year; National Assessment Agency and allow them to access the exam. alternatively, it can be downloaded from www.jcq.org.uk. You should know what the SENCO/ALS manager must do to ensure the appropriate arrangements Together you must agree a schedule for are requested and how you can help. Collect screening, testing, marking, filing, administering details of students likely to need arrangements as and applying to take account of the deadlines. early as year 8 to prepare for the key stage 3 (KS3) The earlier this work is started the easier it will national curriculum tests (NCTs). be to complete. The timeline below may be useful.
Month Activities May Create a list of all candidates who may need access arrangements for forthcoming exams. Include: • Students with statements of need • Students on the SEN register, or its equivalent • Students previously offered access arrangements, for example in KS2/3 tests or GCSE exams • Students who have informed the centre of such requirements in a college application form • Information from subject staff June • Prepare for screening tests after all public exams have finished • Manage the arrangements for the public exams • Prepare information for supporting adults, for example readers who should have worked with the candidates at an earlier stage • Prepare information for invigilators • Collect feedback from supporting adults about how arrangements have been used • Discuss feedback and how to improve practice with your SENCO/ALS manager July • Carry out screening tests on groups of candidates who may have learning difficulties and therefore need access arrangements • Ensure that a specialist teacher or educational psychologist is present and signs the appropriate form • Check that all centre-delegated arrangements have been completed July/August • Mark tests and file results September • Apply for modified papers by 30 September for the November and January exam series • Prioritise those candidates who will need access arrangements requiring awarding body approval in November and January. The SENCO/ALS manager will collate the evidence, based upon the specialist’s reports and the candidate’s normal way of working GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 71
RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 4 67
Month Activities October • All details go to the exams officer who can then process the awarding body arrangements. Access arrangements that require awarding body approval must be submitted by 31 October • Assemble the details of those candidates who need centre-delegated arrangements • Submit centre-delegated access arrangements online as the evidence is complete. This need not be finished until next July • Receive and read the NCTs Assessment and Reporting Arrangements booklet • Order modified NCTs • Collate information for NCT access arrangements November • Working with your SENCO/ALS manager, arrange for resource/staffing and accommodation needed to support the arrangements for each candidate • Plan guidance to invigilators December • Continue this work for the forthcoming exams • Confirm that everything is in place January • Apply for modified papers for the June series by 31 January • Provide information to the support staff • Provide information and guidance to the invigilators • Gather feedback from invigilators and learning support staff about how the candidate used the arrangements February • Apply for access arrangements requiring awarding body approval by 21 February for the June series. Include candidates new to the centre • Prepare for NCT applications March • There is the possibility of more examinations, which may need supporting adults and invigilators • For those candidates wishing to retake units in June who require access arrangements, applications must be submitted by 21 March • Submit KS2/3 applications by 1 March April • Complete all coursework details • Prepare resources and test administrators for pupils using access arrangements in the NCTs
2. Types of Access Arrangements 3. Arrangements Requiring Awarding Body Approval Access arrangements fall into two categories: These are valid for two years and apply to both • arrangements requiring awarding body coursework and modular tests, so they must be approval in place in good time. Consider planning a flow • centre-delegated arrangements. chart or timeline of ‘who should do what and when’ throughout the academic year, working In both cases, a report by a specialist teacher or backwards from the deadline dates. an educational psychologist forms part of the evidence required. You must be aware of this When approval of the arrangements is received in evidence, where it is filed and how to retrieve it. your centre, make photocopies of it, which should be filed and forwarded to your SENCO/ALS To decide which arrangement should apply to manager and subject teacher. Gather together best support the candidate, you should use this all relevant information about an individual report, consult with your SENCO/ALS manager candidate and file it. and refer to the JCQ guidelines. GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 72
68 RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 4
Appendix 4
Arrangements Requiring Awarding Body These arrangements should be applied for online, Approval (continued) via any of the awarding body secure extranets. You need to complete this process only once Subject teachers will need to be aware of the during the academic year, irrespective of how arrangements for individual candidates to guide many awarding bodies a candidate is working their teaching and to apply the arrangements to with. Final notification of candidates granted any coursework or modular tests. centre-delegated access arrangements within Such arrangements should ideally be written into your centre is 31 July. key stage 3–key stage 4 transition plans for From the resulting data you can generate reports candidates at School Action Plus and Statement for individual candidates to take to other stages of the revised SEN code of practice. institutions, or to pass to their subject teachers. Because of their two-year validity, these You can also generate reports for your centre as arrangements can be processed at the start of the a whole, in preparation for any inspection or to course, or even earlier. Some schools will arrange monitor the use of access arrangements. for the educational psychologist or specialist All documentation for these arrangements must teacher to complete a report in June/July of also be gathered, filed and retained. Any failure year 9. These reports will remain valid until the to provide this when required is regarded as year 11 exams. malpractice. Such early assessments also facilitate access arrangements for module tests that will take place 5. National Curriculum Tests early in key stage 4. The access arrangements for NCTs are different In sixth form colleges and FE institutions, gather from those for public exams. relevant candidate information early: Complete details for making applications are • use screening materials to determine at what given in the QCA’s Assessment and Reporting level prospective candidates will be working Arrangements (ARAs) booklets sent to schools each October. Application forms and further • include a section on the college application guidance are on the NAA website form to highlight the possible needs of any (www.naa.org.uk/testforms). candidate Maintained schools must apply for the early • include a section in the prospectus to explain opening of exam papers and additional time to the college policy regarding access the LEA assessment coordinator. Independent arrangements and encourage candidates to schools must apply to the NAA directly. consider applying early in the course Applications for more than one day’s early • ask secondary schools to append details in opening of question papers must go directly to the transition documents. the NAA. All applications must be submitted by 5.00pm on 1 March. For the summer exams 2006 there may be the opportunity to order all modified papers online For additional time applications, no specialist via the separate awarding bodies’ secure reports are needed as evidence. However, extranets. application forms must be completed with specific evidence that shows how pupils meet the 4. Centre-delegated Arrangements criteria set out in the ARAs. It is helpful to provide each candidate with a Arrangements such as the use of scribes and list of arrangements to which they are entitled. readers are at the discretion of the school and will The candidate can then sign it to confirm they be decided between the school, the parents and understand what arrangements will be made. the subject staff. Such arrangements must reflect normal classroom practice for the pupils concerned. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 73
RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 5 69
Appendix 5
Checklists for Photocopying Section 1: The Role of the Senior Leadership Team
RECOGNISING THE IMPORTANCE OF THE EXAMS OFFICER CHECKLIST ACTION YES PARTLY NO Do you understand the basics of the exam process and its rules and regulations? Do you regularly visit the exams office to see it in action? Do you ensure you are accessible to exams office staff? Do you appreciate the costs to the centre of late or missed exam entries? Does your exams officer attend staff/heads of department meetings? Are adequate human and physical resources in place to support the exams officer’s role?
RECRUITING YOUR EXAMS OFFICER CHECKLIST ACTION YES PARTLY NO Do you understand the exams officer’s role and responsibilities? Do all the exams office staff have current job descriptions? Has working with or processing data for the purpose of annual reviews and reports been included in the job description? Have you made a training budget available for the exams officer’s professional development?
SETTING EXAM POLICY CHECKLIST ACTION YES PARTLY NO Have you drawn up a robust exam policy? Does the exams office contribute to the content of the policy? Does the scope of the policy cover the major aspects of the exam process? Has the policy been approved by the governors? Is the policy communicated to all relevant staff at the centre? Is the policy regularly reviewed?
PLANNING THE WAY AHEAD CHECKLIST ACTION YES PARTLY NO Is there a regular formal review of exam processes at the centre? Is a written report produced regularly, at least on an annual basis? Is the scope of the report clearly defined? Does the person responsible for the report have access to reliable data at the centre? Is everyone at the centre able to contribute to the report? Is there a clear understanding between reporting on the performance of candidates and the performance of the centre’s exam systems? Do candidate numbers warrant the introduction of other monitoring or reporting systems? Is technical backup and training available to support staff in strategy implementation? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 74
70 RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 5
Appendix 5
Checklists for photocopying Section 2: The Role of the Exams Officer
GETTING STARTED CHECKLIST ACTION YES PARTLY NO Is a formal induction programme for exams office staff in place? Is someone in charge of the induction programme? Has a ‘buddy’ been appointed to help you through your settling-in period? Have you been formally introduced to relevant teaching and support staff and to your line manager? Have you been shown around the centre? Have you been given a full list of qualifications delivered at the centre? Does the centre have an instruction manual prepared by the previous exams officer/administrator?
GROWING YOUR NETWORK CHECKLIST ACTION YES PARTLY NO Have you set up regular meetings with your line manager? Do you make use of the regional support offered by the NAA? Do you have a list of key contacts, names and numbers at the awarding bodies? Do you have the latest awarding bodies’ reference guides? Have you enquired about and accessed your LEA’s support for exams office staff? Do you access information on the Examination Officers’ Association website (www.examofficers.org)? Do you meet other exams office staff to share good practice solutions?
FORGING LINKS WITH STAFF CHECKLIST ACTION YES PARTLY NO Have you defined everyone’s roles and responsibilities to ensure the smooth running of exams? Are all staff briefed on their exam roles and responsibilities? Do senior leaders keep communication channels open between exams office and subject staff? Have you obtained a regular slot at staff briefings to keep teachers informed of exam events and progress? Does the centre have an exam intranet site? Have you produced an exams calendar? Are facilities staff included in relevant briefings?
PLANNING AND ORGANISATION CHECKLIST ACTION YES PARTLY NO Do you have sufficient time to carry out your exam duties? Do you discuss time issues, and how to manage them, with your line manager? Do you delegate to members of your support team? Do you make use of time management tools?
OFFICE SPACE AND EQUIPMENT CHECKLIST ACTION YES PARTLY NO Are you satisfied with your exams office working environment? Are you happy that the exams office equipment supports self-sufficiency? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 75
RUNNING AN EFFICIENT EXAM CENTRE APPENDIX 5 71
CENTRE SOFTWARE CHECKLIST ACTION YES PARTLY NO Are you and your staff adequately trained in the use of exams office software? Do you have appropriate levels of computer software support? Are exams office staff encouraged to share good practice about exams office software? Do you regularly back up your key data?
CONNECTING WITH ADMINISTRATIVE SERVICES CHECKLIST ACTION YES PARTLY NO Do reception/switchboard staff know how to reach you? Do the centre’s general administrative procedures support the work of the exams office? Is the exams office able to retrieve key exam or candidate data from the centre’s administrative systems? Is there a process for requesting additional administrative support for the exams office?
CONTINGENCY AND SUCCESSION PLANNING CHECKLIST ACTION YES PARTLY NO Does someone know what to do should you be absent on the day of an exam?
Do senior leaders know the requirements of an efficient and effective exams officer? Do senior leaders understand the complex nature of the exam process? Do you have a ‘disaster recovery plan’ in place? Is exams risk assessment part of the centre’s policy and procedures?
CAREER DEVELOPMENT AND RECOGNITION CHECKLIST ACTION YES PARTLY NO Is your exams office part of the centre’s performance management arrangements? Do you discuss your career plans with senior leadership? Have you considered gaining a qualification in exams office practice, management or administration?
TRAINING CHECKLIST ACTION YES PARTLY NO Is there a planned programme of training at the centre? Do you have a training budget? Are your training needs regularly reviewed? Do you receive information on training opportunities from SLT or your line manager? Do you regularly attend update and training sessions from awarding bodies and other suppliers? Do senior leaders monitor the use and effectiveness of training? Is training part of exams office staff’s continuing professional development (CPD)? Do you use training courses to discuss issues with other exams office staff and to share good practice? Is there a centre plan in place for training someone new to exam work? GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 76
72 RUNNING AN EFFICIENT EXAM CENTRE GLOSSARY
Glossary
A Buddy/Mentor This is a partnership between two people – the mentor and the ACCAC mentee. All mentoring schemes are different, but in most cases the Awdurdod Cymwysterau Cwricwlwm ac Asesu Cymru – the aim is to help the mentee progress. This could mean learning specific Qualifications Curriculum and Assessment Authority for Wales for all skills, or becoming generally more competent at their job, or external qualifications. developing self-confidence and motivation. Access arrangements C Formerly known as ‘special arrangements’. Pre-examination arrangements, such as the use of prompters or Braille papers, primarily based on history CCEA of need and provision, for which an application to an awarding body The Northern Ireland Council for the Curriculum Examinations and may be necessary. Assessment. The regulatory authority for Northern Ireland for external ALS manager qualifications offered to candidates up to the age of 19 in full-time education. Also conducts and moderates examinations and Additional learning support manager in a college or FE institution. assessment. An awarding body. A designated teacher responsible for the day-to-day operation of the centre’s special educational needs (SEN) policy. A candidate is Centre counted to be in receipt of ALS where direct support is provided School, college, establishment or institution approved and registered over and above that which is normally provided in a standard learning by an awarding body for the entry of candidates to its assessments programme, helping to achieve the learning goal. and for the conduct of those assessments. (See Access arrangements and Special consideration.) Centre number Appeal The five-digit number allocated to all approved centres by the The process available to centres or private candidates who remain National Centre Number register (NCN register). Forms the first five dissatisfied after the outcome of an enquiry about results. The internal characters of a unique candidate identifier (UCI). appeals process consists of two stages. Stage 1 is a review of the case by a senior member of the awarding body’s staff who has had no Certificate previous involvement with the case. Stage 2 involves the case being The official document issued by an awarding body to confirm the presented to the appeals panel convened by the awarding body. The achievement of results in an examination series. A certificate is unique external appeals process is available to centres or private candidates and remains the property of the body and is often protected by who remain dissatisfied after the outcome of a Stage 2 appeal to the security features to guard against fraud. awarding body. CLAIT (See EAR.) Computer literacy and information technology. An introductory-level AQA course for those with little or no computer experience. Covers all the basics, such as using a computer, word processing, spreadsheets and The Assessment and Qualifications Alliance. An awarding body. AQA regional officers CMIS Regionally based AQA teams who provide support and guidance Computerised management information system. A centre’s computer through centre visits and exams officers’ network group meetings. system that is used to manage candidate information, entries and timetables, for example SIMS, Phoenix Gold. ATS Access to scripts. A process whereby scripts can be seen by Component candidates and/or teaching staff, either as photocopies or originals, An assessable part of a specification that is not certificated as a after they have been marked. Available via post-results service. separate entity, for example a unit may comprise two separately assessed components such as a written paper and a practical. Awarding body An organisation accredited by a regulatory authority to develop D qualifications, set examinations and award certificates, subject to criteria laid down by the regulator. Disaster recovery planning Although there is no strict definition of disaster, it can be viewed as B any event that happens with or without warning, causing damage to property or disruption to the centre. The disaster plan is simply a tool BTEC to help you manage your business after the disaster. It should contain The Business and Technology Education Council. A brand used mainly information you need and list things you can do to get your office for vocational qualifications. back working to full capacity. It should be generic enough to cover all situations and simple enough to be easy to use and update. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 77
RUNNING AN EFFICIENT EXAM CENTRE GLOSSARY 73
DfES Exam session The Department for Education and Skills. The government department The period – morning or afternoon – in which an examination takes responsible for education and lifelong learning in England. place. Each session is usually of not more than three hours’ duration. Exams office E May refer to an actual office run by a team of exams staff or an EAR individual. Enquiries about results. First stage of the enquiries and appeals G process that allows for clerical checks, re-marks and re-moderations. Available via the post-results services governed by JCQ regulations. GCE ECDL The General Certificate of Education. This qualification is aimed at European Computer Driving Licence. An internationally recognised post-16 candidates but there are no age restrictions on entry. It is benchmark qualification that demonstrates competence in computer subdivided into two sections, each normally comprising three units skills. and each commonly delivered in one year: the Advanced Subsidiary (AS) and the A2. The AS is a qualification in its own right. The full Edexcel A level is an aggregation of the AS and A2 sections. An awarding body incorporating BTEC and London Examinations. GCSE EDI The General Certificate of Secondary Education. Examinations Electronic data interchange. The system used to transmit information designed for key stage 4 candidates. to and from awarding bodies. GNVQ Entry deadlines General National Vocational Qualification. Designed for candidates Dates by which entries must be made for examination series. Later aged 14–16 and post-16 candidates, to provide a broad foundation entries will be accepted, but only at an extra charge. for training, leading to employment and further and higher education. EO Being replaced by applied GCSEs and other qualifications. Exams officer. The individual responsible for the day-to-day management Good practice of a centre’s examination cycle. Good practice is something that is better than the ‘norm’. The examples EOA in this guide are taken from centres that have worked successfully to Examination Officers’ Association. The professional association for all enhance the experience of their exams office staff and learners. personnel operating examinations in centres. The EOA works with Grade awarding bodies and government agencies to communicate exams officers’ needs and views. A point on a scale of performance used to record achievement within a qualification (for example, grade A* indicates the highest GCSE Estimated entries achievement on a scale running from A* to G). Early estimates of entries required by awarding bodies to help them plan ahead, for example in examiner recruitment and numbers of examination papers needed. H Estimated grades Head of centre Grades that a centre suggests are the expected level of achievement The head of centre is the most senior member of an education/ for candidates in their subjects. Used as an aid by awarding bodies training organisation, usually the headteacher or principal of a when dealing with problems when reviewing grades. Also known as school/college. ‘forecast grades’. The head of centre is responsible for ensuring the integrity of the administration and conduct of awarding body examinations, though Exam cycle in practice this responsibility is delegated to the exams officer. The flow of interconnected examination processes, which begins with collating and gathering information from candidates and academic Head of subject staff, matching this with data from awarding bodies, making and The usual point of contact between exams officers and a particular amending entries, candidates taking the relevant assessment subject department/faculty. A member of that department/faculty may components associated with their course, the awarding process, be in charge of a particular qualification type, such as GCE or GCSE. the issue of results, enquiries about results and appeals. Head of year Exam series Head of year (pastoral managers, year coordinator, head of house) These The period in which examinations are taken, usually January or June managers (their title will vary from school to school depending on the for GCE AS/A2 and June or November for GCSE. way in which the school is structured) are responsible for the social welfare of the pupils within their year group or house. They will manage their team of form tutors who deal with pupil attendance and welfare. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 78
74 RUNNING AN EFFICIENT EXAM CENTRE GLOSSARY
Glossary
HoD/HoF Level Head of department/faculty. The usual point of contact for Qualifications accredited by QCA are assigned recognised levels communications between exams officers and subject departments/ from 1–8 based on the levels of the national qualifications framework faculties, though there may be a nominated member of the (NQF) (i.e. an A level is accredited at level 3 on the NQF). All department/faculty who is in charge of a particular qualification type qualifications assigned the same level are broadly comparable with (for example GCE, GCSE, GNVQ, VCE). each other (see www.qca.org.uk/493.html for more information). I Line manager A member of the senior leadership team who acts as liaison between ICT it and the exams officer in the smooth running of the exams office. Information and communication technology. LSC Induction Learning and Skills Council. Responsible for funding and planning The process by which new staff are provided with training, made education and training for over-16-year-olds in England. welcome in the centre, introduced to colleagues and helped to start their new job in a committed and productive frame of mind. M INSET Malpractice In service education and training. The education and training The infringement by candidates, administrators or teachers of the activities engaged in by centre employees following their induction, regulations governing the conduct of external examinations. Must be and intended mainly or exclusively to improve their professional reported to an awarding body and may lead to a candidate being knowledge, skills, and attitudes. disqualified from one or more examinations or to a centre being Instructions for conducting examinations deregistered. Instructions drawn up by the JCQ in order to rationalise procedures Managing upwards for the conduct of examinations in examination centres. Reissued in This means getting your manager to intervene further up the centre’s September every year, the most up-to-date version should be in use. organisational structure, or across it, to enable you to perform better. Intranet MIS A privately maintained computer network that can be accessed only Management information systems. MIS is a formalised computer by authorised persons, especially members or employees of the information system that can integrate data from various sources to provide organisation that owns it. the information necessary for decision-making at management level. Invigilator Module Person charged with ensuring that an external examination is A self-contained unit of teaching in a modular specification that is conducted in accordance with the JCQ Instructions for conducting assessed and reported to candidates. examinations. Teachers may no longer act as invigilators so external invigilators may be employed by the head of centre. N J NAA JCQ The National Assessment Agency. Tasked with developing and delivering high-quality national curriculum tests and supervising the The Joint Council for Qualifications. Includes AQA, CCEA, Edexcel, delivery and modernisation of general examinations. OCR and WJEC. NAA field support officers L Regionally based teams that provide on-the-spot support and advice to exams officers and centres. LEA ICT support NCSL LEAs provide a clear vision and strategy for ICT. The strategy is focused on an audit of need and is appropriately focused on raising The National College of School Leadership. Provides career-long attainment in ICT capability and in the use of ICT in the curriculum. learning and development opportunities for England’s existing and The strategy is also linked with the use of ICT for management and aspiring school leaders. administration. NASUWT LEA remodelling adviser National Association of Schoolmasters and Union of Women Teachers. In every LEA there is a remodelling adviser who coordinates Union representing teachers and headteachers throughout the UK. remodelling training for schools and who is the key contact for schools seeking guidance on any element of the agenda. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 79
RUNNING AN EFFICIENT EXAM CENTRE GLOSSARY 75
National Agreement on Raising Standards and of a course leading to an award or certificate. Formerly known as Tackling Workload a ‘syllabus’. Targets a progressive reduction in teachers’ overall hours by removing Succession planning administrative and clerical tasks, like those of the exams office, from A process by which one or more successors are identified for key their routine. Signed by the Government, employers and school posts and career moves and/or development activities are planned workforce unions. for these successors. Successors may be fairly ready to do the job (short-term successors) or seen as having longer-term potential O (long-term successors). OCR Support staff Oxford, Cambridge and RSA Examinations. An awarding body. Centre staff who are not teachers.
Q T QCA Teaching exams officer The Qualifications and Curriculum Authority. A non-departmental An exams officer who is a member of the teaching staff at the centre. public body, sponsored by DfES. Maintains and develops the national Time management curriculum and associated assessments, tests and examinations, and A self-management programme that targets results rather than just accredits and maintains qualifications in colleges and at work. being busy. Embraces the ability to plan, delegate, organise, direct Qualification and control. A certificate of achievement or competence specifying the awarding Timetable clash body, qualification type and title. Term used to describe timetabling two or more examinations in S different subjects in the same session. Can often be resolved without reference to the awarding body but an application may be required. Scribe (See JCQ Instructions for conducting examinations.) A person who writes down what the candidate dictates when the candidate is unable to write. Permission is required from an awarding U body in advance, though it can be given at short notice for unexpected occurrences. Also known as an ‘amanuensis’. Unison (See Access arrangements and Special consideration.) Union for support staff working in schools, sixth form and further education colleges. SENCO Special educational needs coordinator. A designated teacher V responsible for the day-to-day operation of the school’s special educational needs (SEN) policy. SENCOs manage the learning VCE provision of pupils and candidates with SEN, or those who need Vocational Certificate of Education. Vocational 3- or 6-unit A levels the assistance of a special educational needs department. (equivalent to GCE AS and A2) or 12-unit A levels (equivalent to two (See Access arrangements and Special consideration.) GCEs), designed for post-16 candidates to provide a foundation for training leading to employment or further and higher education. Senior leadership These will be revised with an AS/A2 structure for first teaching in Members of the senior leadership team. September 2005 and will be renamed GCEs in applied subjects. SLT W Senior leadership team. The head of the centre and their team. An exams officer may be a member of this team but, if not, will WAMG usually be managed by it. The Workforce Agreement Monitoring Group. A unique partnership of Special consideration ten organisations representing employers, the Government and school Consideration given to candidates who have experienced difficulties workforce unions as Signatories of the National Agreement signed on close to or during examinations. Applications for special consideration 15 January 2003. must be made to the relevant awarding body within seven days of the WJEC last paper in a subject being taken. Welsh Joint Education Committee/Cyd-Bwyllgor Addysg Cymru. Specification An awarding body, regulated by ACCAC in Wales, QCA in England The complete description – including optional and mandatory and CCEA in Northern Ireland. aspects – of the content, assessment arrangements and performance requirements for a qualification. A subject specification forms the basis GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 80
76 RUNNING AN EFFICIENT EXAM CENTRE SUGGESTED READING
Suggested Reading
Allen, David, Getting Things Done: The Art of Stress-free In Getting Things Done David Allen teaches you how to keep a Productivity, Piatkus Books, 2002 clear head, relax and organise your thoughts while implementing the methods that he has introduced at organisations like Microsoft. With clear and specific methods and advice, David Allen’s tried and trusted formula for business efficiency could transform the way you operate and your experience of work.
Bryson, John, Effective Mentoring Manual, 2nd edition, This is a definitive guide to setting up, managing and furthering Pearson Education, 2004 mentoring in your school.
Bubb, Sara, et al, Improving Induction: Research-based A useful guide to the effective implementation of induction in schools. Practice for Schools, RoutledgeFalmer, 2002
Cialdini, Robert, Influence: Science and Practice, 4th edition, A book about organisations that commonly use compliance tactics to Allyn & Bacon, 2001 get us to say ‘yes’.
Clegg, Brian, Instant Time Management, Kogan Page, 1999 This lively inspirational guide will help anyone make the most of that rare commodity – time.
Dawson, Roger, Secrets of Power Persuasion, Prentice Hall, 2001 This reveals the keys to persuading people – including rewards, scarcity, association and bonding.
Dent, Fiona E., The Self-managed Development Pocketbook, The Self-managed Development Pocketbook gives an overview of the Management Pocketbooks, 2004 increasingly important process of self-managed development, in which individuals take responsibility for, and control of, their own development. It covers the individual’s role: raising self-awareness, reviewing self- perceptions (to increase awareness of new possibilities) and, finally, action planning (setting objectives and measuring commitment and motivation).
Dryden, Dr Windy, and Daniel Constantinou, There are times when we all need to be more assertive, positive about Assertiveness Step by Step, Sheldon Press, 2004 ourselves and about others and show respect for others by respecting ourselves. This book puts assertiveness in context and offers practical, thoroughly researched, tried and tested advice.
Fleming, Ian, The Time Management Pocketbook, Effective use of time is not just about using your diary better; it calls Management Pocketbooks, 2004 for many management skills. The author looks at these skills within the context of a time management model.
Forsyth, Patrick, The Managing Upwards Pocketbook, This book will help you get the best from your working relationship Management Pocketbooks, 2002 with your boss and other senior people.
Gleeson, Kerry, The Personal Efficiency Program: How to Get With increasing pressure to produce with far less support than at any Organized to Do More Work in Less Time, time in the recent past, the techniques to be found in this book are John Wiley & Sons Inc., 2003 more timely than ever. The programme helps readers conquer the daily stream of interruptions and paperwork to manage tasks and time effectively. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 81
RUNNING AN EFFICIENT EXAM CENTRE SUGGESTED READING 77
Hathaway, Patti, Giving and Receiving Feedback: Building This book is particularly useful to people who need to learn how to Constructive Communication, Crisp Publications, Inc., 1998 handle and give feedback in the workplace.
Hirsch, Wendy, Succession Planning Demystified, A practical approach to succession planning, including advice from Institute for Employment Studies, 2000 experienced practitioners, simple models and ‘top tips’.
Hollyforde, Sarah, and Steve Whiddett, The Motivation This work provides a comprehensive analysis of motivational theory Handbook, CIPD, 2002 and its application at work.
Mattimore, Brian W., 99% Inspiration: Tips, Tales and A range of tips, techniques and tales to help people tap hidden Techniques for Liberating Your Business Creativity, creative strengths. Amacom/McGraw-Hill, 1994
McBride, John, and Nick Clark, 20 Steps to Better Intended for people at all levels of management, this 20-step guide is Management, BBC Books, 1996 designed to help achieve an effective and well-motivated workforce.
Northouse, Peter G., Leadership: Theory and Practice, Northouse seeks to define leadership as “a process whereby an Sage Publications Ltd, 2003 individual influences a group so as to achieve a common goal”.
Olivier, Richard, Inspirational Leadership: Henry V This book unmasks the secrets of inspirational leadership and reveals and the Muse of Fire, London Industrial Society, 2001 lessons that can be learned by managers and leaders today.
Raye-Johnson, Venda, Effective Networking, Networking means sharing information, resources and support to Thomson Crisp Learning, 1990 build and maintain effective career and personal relationships. This book explains how to network and how to build solid human relations.
Ros, Jay, How to Manage Your Boss: Or Colleagues, How to Manage Your Boss is the users’ guide to getting the best from or Anybody Else You Need to Develop a Good and your manager. Understand what matters to them and how they like to Profitable Relationship with, Prentice Hall, 2002 function, and you can start to build a relationship that is as beneficial as it is rewarding.
The Mind Gym: Wake Your Mind Up, This is a well-researched manual for life written from a basis of solid Time Warner Paperbacks, 2005 psychology and designed to inspire us, help us free our ideas to become reality and give us the power to develop personally.
Thomas, Christine, School Recruitment & Selection Manual, The School Recruitment & Selection Manual is a complete guide to Pearson Education, 1999 ensuring you select the right staff for your school. GPGPt2 V20c_aw.qxd 5/9/05 10:46 Page 82
78 RUNNING AN EFFICIENT EXAM CENTRE INDEX
Index
Access arrangements ...... 19, 36, 41, 53, 64, 66–68, 72, 75 – Centre-delegated...... 66–68 – Requiring awarding body approval...... 66–68 Association of Colleges...... 31 Awarding bodies...... 5, 19, 26, 30, 31, 34, 36, 41, 44, 53, 58, 59, 66–68, 72, 73, 74, 75 – Contact details...... 30, 53, 58 – Publications...... 30, 58, 68 – Procedures...... 30, 36, 44, 53, 58, 59 Collating data/ preparing reports...... 10, 14, 22, 23, 24, 37, 38, 48, 49, 51, 59, 60, 64, 66–68 Contingency planning...... 41, 53, 54–56, 64 – Emergency cover ...... 53, 55, 56 – Backup plans ...... 53, 54–56 Curriculum 2000...... 13, 16 Data management ...... 14, 18, 22, 23, 36, 37, 42, 48, 49, 50, 53, 55, 65, 68, 72, 73, 74 Deadlines ...... 1, 10, 19, 22, 23, 29, 30, 34, 36–38, 40, 41, 42, 53, 55, 66, 67, 73 Diaries/calendars...... 17, 34, 35, 36, 40, 41, 42, 53, 76 EDI ...... 49, 61, 73 Exam equipment ...... 36, 47 Exam policy ...... 19, 24, 28, 30, 33, 37, 38, 53, 58, 68 Examination Officers’ Association...... 5, 30, 31, 73 Exams office assistants...... 11, 13, 16, 17, 18, 41, 54 Exams office communication channels .....18, 19, 26, 27, 34–35, 36, 37, 40, 42, 45, 51, 52, 54, 56, 63, 64, 73, 74, 77 – Intranet...... 18, 34, 35, 46, 52, 74 – Staff meetings ...... 10, 17, 22, 27, 30, 31, 34, 35, 41, 42 – Training ...... 30, 31, 32, 48, 57–59, 61, 74 Exams office resource requirements/equipment ...... 4, 10, 36, 38, 41, 43–45, 47, 48, 49, 63, 64, 67 – Equipment ...... 10, 36, 38, 43–45, 47 – Support staff ...... 4, 10, 11, 13, 14, 16, 18, 20, 26, 27, 34, 36, 38, 41, 43, 48, 50, 52, 60, 63, 64, 67, 75 Exams office staff – recognition of status...... 1, 4, 10, 11–13, 20, 52, 57 Feedback ...... 31, 35, 66, 67, 77 Flow charts...... 26, 34, 35, 53, 67 Handbooks...... 17, 28, 53, 58 Handing over/succession planning ...... 12, 16, 17, 37, 53, 55, 63, 75, 77 Induction...... 14, 19, 26–27, 28, 37, 54, 59, 63, 74, 76 Invigilation procedures ...... 11, 17, 19, 20, 21, 35, 36, 39, 65, 66, 67, 74 JCQ guidelines ...... 19, 43, 44, 58, 66, 67, 73, 74, 75 – Instructions for conducting examinations ...... 43, 44, 74 – Regulations and Guidance Relating to Candidates who are Eligible for Adjustments in Examinations...... 66 JCQ inspections ...... 43, 64 Job descriptions...... 14 Keeping teaching staff up to date...... 12, 28, 29, 34, 40, 51, 53 GPGPt2 V21_aw.qxd 8/9/05 16:24 Page 83
RUNNING AN EFFICIENT EXAM CENTRE INDEX 79
LEA ...... 19, 22, 30, 33, 48, 49, 63, 68, 74 – ICT support ...... 48, 49, 74 – Remodelling advisers...... 30, 74 Line management ...... 10, 18, 27, 30, 31, 37, 41, 52, 53, 54, 57, 59, 74 Maintained schools...... 48, 63, 68 Malpractice ...... 64, 68, 74 NAA field support officers ...... 30, 74 National Agreement on Raising Standards and Tackling Workload...... 3, 10, 14, 16, 17, 18, 63, 74, 75 Networking...... 30–31, 32, 33, 72, 77 Newsletters ...... 11 Preparing candidates ...... 11, 17, 19, 20, 21, 22, 34–35, 36–39, 42, 46, 52, 53, 65–68 – Communicating information ...11, 19, 20, 21, 34, 35, 36, 37, 38, 39, 42, 46, 53, 68 – Establishing an exam culture...... 19, 20, 21, 65 Professional development ...... 13, 14, 30–31, 37, 55, 57–59, 60, 61, 63, 74, 76 QCA ...... 74, 75 – Assessment and reporting arrangements...... 67, 68 Recruitment – Exams officer...... 10, 12, 13, 14, 15–18, 36, 37, 55, 77 – Invigilator ...... 16, 36, 50, 65,77 Reports ...... 10, 14, 22, 23, 24, 37, 38, 48, 49, 51, 59, 60, 64, 66–68 – Annual reviews...... 14, 22, 64 – Guidelines ...... 10, 22, 64 – Interim...... 22, 23, 51 – Special educational needs...... 66–68 – Using MIS ...... 48, 49, 51, 59 Reviewing the exam process...... 14, 19, 22, 23, 24, 30, 36, 37, 42, 51, 64 Security arrangements ...... 21, 36, 39, 43–45, 46, 64 Senior invigilators ...... 17, 39, 65 Senior leadership teams ...... 3–7, 10, 11, 12, 17, 19, 20, 22, 24, 26–27, 34–37, 41, 42, 43, 52, 53, 55, 57–59, 60, 63, 74, 75 Setting future teaching and exam strategies...... 5, 22, 48, 74 Sharing good practice ...... 4–5, 6, 14, 17, 30–31, 32, 33, 48, 58–59, 63, 66, 73 Software...... 38, 45, 48, 49, 51, 54, 58, 59, 64 Special consideration ...... 19, 36, 64, 66, 72, 75 Special educational needs...... 11, 19, 26, 38, 53, 66–68, 72, 75 – Candidates...... 38, 66–68,75 – SENCOs/ALS managers...... 34, 38, 66–68, 75 Support staff...... 4, 10, 11, 13, 14, 16, 18, 20, 22, 24, 26–27, 34, 36, 38, 41, 43, 48, 49, 50, 52, 60, 63, 67, 75 Time management...... 15, 28, 34, 41, 42, 46, 49, 51, 59, 61, 63, 66–67, 75, 76 Training ...... 11, 12, 14, 16, 17, 28, 30, 31, 32, 36, 37, 38, 45, 48, 54, 55, 57–59, 60, 61, 63, 64, 73, 74, 75 – Continual professional development programme...... 57, 58, 60, 63 – Exams officer: awarding body ...... 30–31, 58 – Exams officer: IT ...... 45, 48, 57–59, 61, 6 – Exams officer: NAA...... 31, 58 – Invigilator ...... 11, 16, 17, 36, 58, 66, 67 Cover+PlusSpine+7mm 8/9/05 16:25 Page 1
29 Bolton Street London W1J 8BT
Telephone: 0870 0600 622 Minicom: 020 7509 6546 Fax: 020 7509 6666
Email: [email protected] Website: www.naa.org.uk
About this Publication Who is it for? Senior leadership teams, exams officers, heads of centre, exams office line managers, heads of subject and heads of year. What is it about? Running an efficient exam centre. What is it for? To provide a reference tool for senior leadership teams and exams officers to effectively collaborate and contribute to a successful and flourishing exam centre. For more copies contact: QCA Orderline, PO Box 29, Norwich NR3 1GN Telephone: 08700 60 60 15 Fax: 08700 60 60 17 Email: [email protected] www.qca.org.uk/orderline/ Mary McWhinnie, exams administrator, with Kim James, assistant head, and Virginia Farman, exams officer, Gillotts School, Henley
Managing Exams in Your Centre A Good Practice Guide for the Senior Leadership Team and the Exams Office 2005–2006 Part Two: Running an Efficient Exam Centre