Examinations

Examinations. Babel Fish Translation

Updated: 2009.06.09. i - Introduction - note taking - exam preparation - Testing: TOEFL IELTS and more - Vocational College is another option - Special Feature: Records of Achievement / The Progress File and Personal Development Planning -

Examinations Preparation -TOEFL.....IELTS.....GRE...and others.

From the information we regularly receive from students, it appears that many have problems as to how to deal with preparation for examinations. My experience tells me that few colleges / university actually teach students how to prepare, and where they do, the information is confined to a single morning, or at most, a day.

Problems such as listening skills, vocabulary building and dealing with speaking English, as opposed to writing it, are dealt with elsewhere on this website.

In this section, I am only concerned with looking at strategies for passing exams - not with the content or organisation of the examinations themselves. It's an old age problem. The examinations themselves may differ and change over a period of years, but the ways to prepare for the final hurdle of sitting in an examination room, in the deafening silence of scratching pens and the occasional rustling paper, have not.

Step One. Note taking and organisation. Make sure that you make good and thorough notes. In a situation where you may be in a large lecture hall with a hundred or so other students, it will help you keep focused on the subject matter, even if the lecture is uninteresting and the teacher's delivery monotonous and boring.

Step Two. Re-write your notes so that they are comprehensive and legible. Information which is easily understood can be recorded for information and then left alone. Things which you are unfamiliar with, or don't understand, check in your text books or in the library. Make supplementary notes in a different colour - say, red. That makes them stand out when it comes to revision.

Step Three. Make a summary or precis of your notes on a 'Key Facts' card. This is a small card, the size of a postcard - the small index file cards that can be purchased in stationers and supermarkets at very small costs. As in 'Step Two', record information you dont know in a colour that stands out. They are useful to carry with you, as you are able to make reference to them for revision at any time when you have a few spare moments.

Number the cards 1, 2, 3 etc., or, if you have more than one card for the same topic - 1a, 1b, 1c, 2a, 2b, 3a - and so on. Keep them in an Index Card box and make an index card at the front so that you can easily locate information on a subjet or topic.

Re-writing your notes and making a precis, is a very effective way of re-inforcing material or information you have just learnt.

Step Four. Keep your notes in a tidy order in a folder or folders, sub-divided by subject.

Step Five. Scan or re-read your notes regularly. Take particular notice of information you have recorded in a different colour. When you are satisfied that you understand things about which you were unfamiliar, tick or mark them in red in the left hand margin.

Following Steps 1 - 5 above should lead you to making, storing and being able to revise an effective strategy. That is Part 1 - the preparation strategy for passing exams.

Part 2. The run-up to the examinations period - the week before.

'To cram, or not to cram? That is the question!'

Here's the psycological bit. If you have, for example, examinations in 3 subjects, it will be unusual and very fortunate if you like and perform well in each one, on an equal basis. Human nature and interest, per-determines that you like one subject more than another for various reasons, - the teacher or the subject matter itself. One subject, you are likely to enjoy less than the other two - you may not understand it as well, the lectures may be uninteresting or you may not be really interested in the subject matter, there are a host of reasons. So....

Tackle the subject you like least - first. Leave$your favourite or best subject until last. The phschological point is, that your brain will take in the information faster. You will have rid yourself of the things you don't like and will be looking forward to the subject which is your favourite. Your performance in all three subjects is likely to be better, resulting in higher grades.

Strategy One. CRAM!!! Study intensively for the 48 - 72 hours before the examination id due. Study! Study! Study! Taking regular breaks and walks or exercise in fresh air.

Strategy Two. Don't CRAM! Plan a study / revision schedule 7 - 10 days ahead of the examination. Stick to it, checking off your revision plan as you complete each part.

Overall Strategy. You have your well ordered notes and 'Key Facts' to help you. Revise where you feel most comfortable; at home, at a desk, in the college grarden, in the library, with quiet classical music in the background or not. Avoid having television on in the background as it is a distraction.

Don't work for more than about 45 minutes at any one time without a short break and change of topic or subject. your mind becomes saturated with informatmon, like a sponge takes in water.

Don't burn the mid-night oil. Like the sponge and water, your brain can only take in so much information. If you do too much for too long, it is likely that the information you think you have learned, will not be retained. Your mind needs rest and sleep to be able to function efficiently the following day.

TOEFL...IELTS...GRE...ESOL...CELTS...& more...

i - Introduction - Cambridge ESOL - CET4 & 6 - test patterns, test scores, tips from 21st Century - TOEFL - introduction, Internet based test - Cambridge University CELS - IELTS general information - changes on 2006

Up-dated information on testing. Dozens of tests are available from various sources. Keep an eye on this space for the latest up-dated information about the the tests and changes which may be happening or are planned for the near future.

According to some estimates, there are more people learning English in China than there are native English speakers across the rest of the world. That's an incredible situation, but it re-affirms the fact that English is an important language for International communication, particularly in the fields of International Trade and Commerce. Incidently, you may not know this, but all air traffic controllers throughout the world, use English to pilots for instructions and directions. If you have seen the 'Airplane' movies to will probably have realsised this fact!

Back to the point. The choice of test suitable for your needs may be confusing. However, in practice each test is designed for different markets. CET4 & 6 for example, targets university anad college students. TOEFL and IELTS (International English Language Testing System) are aimed at people wishing to study or migrate to an English speaking country.

People learn English for all sorts of reasons, but for most people, it is seen as opening the window to career opportunities both at home and abroad.

K am going to examine the options on the most common tests in turn. You need to refer to this section regularly as tests are continually revised and updated to cater for changmng situations in the world market.

Cambridge ESOL.

Teachers engaged in preparing students for the Cambridge ESOL exams can find valuable resources on the Teaching Resources website: www.CambridgeESOL.org/teach It is probably especially useful as the site includes information which can be downloaded, as well as detailed information about individual exams - what they test and how they are marked,

FAO's - frequently asked questions are also answered and there are answer sheets for use in class. There is also a section of Key Tips for both teachers and students.

New CET has arrived...

The new Cambridge English Test - CET4 & CET6 has arrived at 180 universities in China. It is the only national English test used by universities. From 2007, only university students can register for CET bands 4 and 6.

There are changes in the new testing pattern, the grading system and content. The new test doesn't have the original's vocabulary test, therefore, there is less emphasis on grammar. Instead, in line with other tests, there is more emphasis on communication skills and ability. Listening, for example, is increased from 20% to 35% of the total mark or score.

The new structure is this: 35% Listening

35% Reading

20% Writing & Translation

10% Error Correction.

The New CET Test Pattern.

1. The order of each part has changed. The first part is writing. The second, Skimming and Scanning. Both are on Answer Sheet 1 which you have to complete before starting the Listening section on Answer Sheet 2.

Answer Sheet 2 includes Listening Comprehension, Reading in Depth, Error Correction and Translation.

You need to have more efficient time-management. The last 3 components need to be completed in not more than 45 minutes to leave sufficient time to complete the Listening section.

2. The Increased Parts - Skimming & Scanning. This includes 7 objective questions. After each statement you reply 'Y' - yes, 'N' - no, or 'NG' - not given, based on the information featured in the articles. The remaining 3 subjective questions are fill-in the blank questions.

Translation. The Chinese to English focuses on phrase translation.

Test scores. The top mark in the new test is 710, the lowest passmark is 290. Nobody scorew zero.

'21st Century' offered some tips to students in December, 2005. They were:

- only 180universities are using the new test. Check if yours is on the list.

- if your university is on the list, don't be afraid of the changes. Get familiar with the new CET by doing mock exams (sic.available from bookshops).

- keep up with the most important events or most frequently taked about issues, for example, listen to BBC and CRI news every day.

- move your eyes rapidly while 'skimming and scanning'....Only read for the information you need.

Personal note: I was disappointed when I visited a test site in 2005, to see many students cheating with various kinds of crib notes and radio receivers. Similar stories have been reported in newspapers and on television.

Of course, that de-values the validity of the test for those students who don't cheat, but the cheaters themselves are likely to be caught out in the job race, when it becomes apparent to employers that the applicant's skill level is not as high as it appears to be from their test results. I also know of cases where students have taken a test on behalf of others, using fake identity and for payment.

Monitoring and invigilation needs to be reviewed.

TOEFL -

The new on-line TOEFL test has arrived. The First on-line examinations were taken on 2006.09.15., and is replacing the written test first introduced into China 25 years ago. There is no grammar section. It has been replaced by a new speaking section. Examinees are permitted to take notes and the test is one hour longer.

All test takers answer all the questions on computer; they are designed to examine the four language skills of speaking, listening, reading and writing. It needs to be understood that the TOEFL test examines integrated communication skills.

In the Speaking section, you will need to read, listen to, and then speak in response to a question. The response to your answers are recorded and transmitted to ETS, and then reviewed.

The Writing section has been expanded. There are now two tasks: traditional essay writing remains unchanged. There is an additional section where students are required to respond to material they have heard and read.

The new TOEFL on-line test has significant changes for students. There are 4 sub-scores, one for each of the 4 skills of speaking, listening, reading and writing.* The sub-scores are added together to make a total score. The purpose of the sub-score is to provide the examinee with more detailed information on each of the 4 language skills, which will give the student a better insight into their strengths and weaknesses.

1. Speaking* is probably the most important communication skill, particularly if you have thoughts of persuing a career where English is an important fact, such as International Trade or Tourism, for example.

2. Listening* is another important skill and the one which I find students have most difficulty with. In the test, note-taking is permitted. A new feature is that a variety of American accents is used to simulate real life situations.

I am a little disappointed that other accents are by-passed, such as British English and it's dozens of dialects, Australian, South African, Indian, Pakistani and Caribbean English. I suppose examiners have to draw the line somewhere, but it is important to remember that not the whole world speaks American English, British or anything else. It is a problem you will have to confront and overcome when the situation arises.

3. Reading* passages will reflect real language in content and style. They may also include the interpretation of charts and statistics. I don't think this will be as daunting as it might sound, as we already confront charts in everyday life, almost without realising it - from weather reports on television, to stock-market reports in the news and even something as ordinary as a bus or train time-table. Sit back. Be cool and don't panic!

Students may find that they are examining topics whith which they are not familiar or is not their field of study. I don't think that is a problem in reality either. Think of it as reading a newspaper. The test is designed to test language proficiency not a student's knowledge of a specific subject.

4. Writing* tests are changing. They are more varied and there are an increased number of samples.

Here is a breakdown of The Internet-based TOEFL Test

Test time - 4 hours.

Listening..... - 4 - 6 lectures, some with classroom discussion

each is 3 - 4 minutes long, 6 questions in each section.

- 2 or 3 conversations

each 3 minutes long, 5 questions in each section.

Time allowed 60 - 90 minutes.

&nbst; Note: Additional native English accents are included.

Speaking..... - There are 6 tasks.

2 independent task, expressing an opinion on a familiar topic

4 integrated tasks, speach is based on what you have read or heard.

Time allowed 20 minutes.

Note: 30 seconds to prepare the passage / 1 minute to respond.

Reading...... - 3 - 5 passages, each about 700 words long

&nbst; 12 - 14 questions for each passage.

Time allowed 60 - 100 minutes.

Note: New task -categorise information & complete chart or summary.

Writing....... - 2 tasks.

1 integrated task based on what is heard or read

1 independent task where you support an opinion or topic.

Time allowed: 20 minutes for the first task.

30 minutes for the second task.

Note: Typing skills required.

Students preparing for the test can log on to: www.ets.org/toeflpractice for free iBT tips.

Students can register for the test 2 months ahead on: www.etest.edu.cn

The most important thing to remember is that the TOEFL test is to examine communication skills. A recitation of grammar skills and vocabulary is not good enough. It is to better prepare students for the real world.

* Speaking, Listening, Reading Comprehension and Writing skills are dealt with elsewhere on this website. See 'Homepage'.

Cambridge University CELS - Certificates in English Language Skills are aimed at students 16 years old and above. They are sub-divided into three levels; Higher, Vantage and Preliminary They are linked to other CELS examination levels.

Let's take a look at how you can use it. Say, for example you have a higher skill in writing than reading, listening or speaking, you could, if you wished, take a Higher exam in writing than the other three. You could even not take one or more of the other skill diciplines if you so desired, but I wouldn't recommend it.

A student with poor listening skills could decide not to take the listening exam. In my view it would not be a sensible decision, as this is precisely the area where the poor performing student needs to improve their skill level and proficiency. Poor performance with listening skills is likely to slow down development of speaking skills - although regarded as separate skills, they are highly dependent upon each other.

Running away from, or ignoring a problem is not an answer. Sooner or later, the problem will re-surface, dragging you into a black abyss swirling through your mind, bringing sleepless nights. O.K. - that might be a little over-dramatic, however, if you encounter difficulties or more serious problems with one or more of the key language skills, get help from your teacher or classmates and sort it out. If you ignore it, it will only get worse.

For more detailed information, see: www.CambridgeESOL.org/exam

www.cambridgeesolchina.com.cn to download CELS Handbook

www.alte.org to provide an overview of what you are expected to be able to do at each level of the test.

IELTS - a new, broader view of Listeng exams came into existence with IELTS late in the summer of 2003. It is different in a number of ways, having distinct characteristics, which need to be thoroughly understood in advance.

1. The factor which will be most apparent is the variety of British English accents - not just standard English from the UK, but regional dialects, and English as it is spoken in other countries across the world. This is a very brave step forward, as it reflects natural English in real life.

2. Question types vary from multiple-choice to those requiring short answers, filling in blanks, labeling. Multiple choice accounts for only a small part of the score, compared with CET4, CET6 and TOEFL..

3. The listening passage or regording is played only once. It is necessary to focus concentration on the instructions as well as the questions. Note down 'key - words' and practice summarising answers.

4. IELTS has a 10 minute period at the end of the recording to transfer answers to the answer sheet. This can be very beneficial to someone who has difficulty writing full answers whilst listening to the recording, or one who is inclined to make grammatical or spelling mistakes.

5. Unlike other examinations, where one or two minute short conversations form a major part, with IELTS Listening, the sections blend 7 or 8 minute conversations, dialogues or monologues. Each has 2 or 3 linked passages of 2 or 3 minutes or one longe of 5 minutes.

The first two sections use situations where a person might be arriving in an English speaking countrry for the first time. In this situation, 'survival English' is needed. The last two sections concern education and training, where you might have to know 'academic English'.

IELTS continually improves and updates it's policy as a result of feedback- information and comments it receives from test takers. For example, although the test has not changed over the past few years, it's customer service to candidates has improved, providing high quality, customer-friendly service.

I may be accused of being bias, as the testing programme is based on British English, but I think it is beneficial, because the system reflects English as it is spoken in real the real world.

IELTS - an International Passport... The governments of Australia, Canada, UK and New Zealand - members of the British Commonwealth of Nations, all use IELTS scores in their immigration procedures.

In the WSA, more than 800 universities acknowledge IELTS scores as do private higher education establishments offering professional skill certificates and diplomas. They accept that IELTS is the best way of assessing English language skills. Seven out of the eight 'Ivy league' universities in the States, including Colombia and Harvard, accept IELTS.

If you plan to live or study in an English speaking country, IELTS is fast becoming a 'must do'.

Changes in 2006.

IELTS is popular with Chinese students determined to study abroad. In 2005 about 100,000 students took IELTS exams. Changes in the seervice are designed to make the service cheaper, more convenient and comprehensive.

Dates: From 1st April, 2006, candidates can have their results sent electronically anywhere in the world. This is a free service.

In China, Test Resulls Forms (TRF's) submitted through the British Council, whose offices in the Cultural Education Section at the British Embassy/Consulate General, Beijing, will be sent immediately via the Internet to the destination of the students choice. Regular Air mail submissions, excluding special services, registered post and express mail, can also be sent free of charge. A maximum of 5 TRF's per person.

For candidates wishing to have their marks re-assessed, the fee has been reduced tby 90 RMB$to 860RMB. If inaccuracies are verified, the fee will be refunded.

New IELTS testing centres have been opened since March, 2006 in Guiyang, Guizhou Province, and at Chongqing, Chengdu and Kunming in Southwest China. More information will be added as it becomes available.

Vocational college is another option.

includes material from '21st Century'

TIAN Li faces a dilemma. He's a senior high graduate and can't make up his mind about whether to go to university or vocational college. The 18-year- old actually preferred vocational college to become a technician like his father. Curiously it was his father who was opposed to the idea: 'Why not go to university and become a white collar worker? It's a much better career path.'

A lot of Chinese share the similar opinion about vocational schools: a kind of lower-class education when compared with college. it is a problem which faces students worldwide; parents often have aspirations for their sons and daughters, usually because they were denied similar opportunities themselves, often due to financial restraints. One focus of the Beijing International Education Expo last year, was higher vocational education. Representatives from Canada , Australia , France and South Korea were on hand to talk with Chinese counterparts.

Higher vocational education has been developing in China since 1985. Beijing itself can be taken as an example: there are 21 independent vocational colleges and more than 20 universities which have a vocational education department. Vocational college graduates accounted for 29 per cent of the total number of grads in 2004.

In Austustralia, the UK and most of Europe by contrast, the proportion turns out to be much higher, at 70 per cent. Blue collar people are respected, and often earn more than white collar workers in some fields. The situation is somewhat similar in Europe, where vocational colleges are more popular than academic universities. France, for example, has two kinds of vocational schools, one for engineering, the other for technicians.

The situation in the UK is similar - all our state run colleges have been re-titled as 'universities'. Besides universities for academic and scientific studies, we have schools for technicians, engineers, accounting, secretarial studies, and catering. All aspects of professional life are catered for one way or another.

A large percentage of graduates get job offers before graduating. This is due to the fact that our education system incorporates a very thorough facility that is dedicated to Careers and career opportunities. The Government also funds Job Shops and Job Centres in towns and cities, catering for the needs of all aspects and types of work from cleaning to teachers and lawyers.

There are also Job Agencies, such as 'Alfred Marks Bureau' (general employment), 'The Teacher' Agency' (teaching posts*) & 'Pertemps' (secretarial), who act as brokers for businesses and companies. Registration is usually free to those seeking temporary o permanent employment. Conditions of work, salaries and other benefits are contracted and guaranteed. The applicant is paid by the agency who contract with the employer on a fee and commission basis.

In China , the old attitude towards vocational schools graduates and blue collar workers is changing. There is even a vocational education department at a top university like Qinghua. Technical workers have been badly needed in recent years.

Some vocational universities in the UK offer courses where the student may spend some time in college and time in a working environment. On short 1 or 2 year courses, it may be 2 or 3 days in school, with the remainder in the work place. On longer courses, time may be spent on school work, with a block period of 6 months to 1 year outside school, gaining experience.

Take note that getting into a good vocational school is't any easier than getting into a good college.

Make your choices carefully.

Records of Achievement... was introduced in the early 1990's as a development and addition to recording the development and progress of students in addition to monitoring their performance in traditional examinations.

Throughout my early career, initiatives were being developed to enable students to be able to present the best possible all round picture of themselves for the purposes of further education and employment.

First, Continuous Assessment was introduced. It was possible to provide examinations geared specifically to areas of individual interest, or to subject areas where environmental issues were relevant to their lives; industrial or rural areas, for example.

Examination grades were divided into 2 or more sections: Part (a percentage) depended on results from final tests, whilst the remainder was an assessment given over a period of time, usually 2 or 3 years, of an individual's performance, interests, involvement in activities outside the classroom and other areas of activity.

I was involved in developments from 1972 for almost 20 years; first as a marker, later as an examiner - developing and writing work schemes and examinations, and finally as a moderator, one of a group of teachers and examiners who examined students work to be able to set a standard across the country.

In my view, no single system of assessment is ever likely to be perfect, but there are ways that students can present 'the best picture of themselves' and whereby teachers can engage students to mke the most of their potential. More notes on this will follow.

The Progress File is the new national record of achievement. It will help individuals to develop the skills and attitudes they need to become successful and enthusiastic lifelong learners who can plan and manage their own development.

The Progress File includes a presentation folder so that individuals can bring together the information and documents they need when they are making an application, preparing for or attending a review or interview.

The Progress File will focus on:

* the continuous development of skills
* the lifelong use of processes such as recording and reviewing achievement, target setting, action planning and self-presentation
* individual ownership and personal responsibility for its use

The Progress File will allow students to:

* check their progress
* set goals and targets for learning, personal and career development
* develop, recognise and record key and other skills
* record qualifications, credits and awards
* use the outcomes of reviewing and recording activities to make applications and to write CV's and personal statements for specific purposes.

A range of guidance booklets will be used to deliver the Progress File:

* Getting Started - aimed at S1/2 pupils. The focus is on understanding and becoming skilled in the processes and activities of reviewing, recording and action planning.

* Moving On - aimed at S3/4 pupils. The focus is on career planning and making applications for further education and jobs.

* Exploring Pathways - This will cover elements of transition to S5, Further Education, Tracking Core Skills, Career Goals, Actions for Success, Study Skills Enhancement, Self Presentation, Financial Implications and Pathways Through Training, Further Education, Higher Education and Into Employment.

From CRA - Centre for Recording Achievement

Help / Frequently Asked Questions

If you're feeling lost in the mass of phrases and terminology you may well find it helpful to look through our Frequently Asked Questions (FAQ).

Naturally, if you still have unanswered questions please get in touch via our online contact system and we'll do our best to help point you in the right direction.

What are Records of Achievement

This is a general description of a range of ways in which learning and experience is recorded, evidenced and also often reviewed as a basis for future planning or action. Portfolios, Profiles, Career Learning Logs, Work Experience Journals, Personal and Academic Development materials are all examples of this process applied in different areas of education and at different levels for different purposes.

So what exactly is a Progress File?

The 'National Record of Achievement' (NRA) which was introduced in 1991 is now known as 'The Progress File'. In its original form it came to be regarded as a summative document for many, if not all pupils, at the end of compulsory schooling.

Following the Review of 16-19 education chaired by Lord Dearing in 1996, which recommended a restructuring and re-launching of the NRA, this is being redeveloped through ten 'Progress File Demonstration Projects' in England.

These are focussed more upon planning, target setting and reviewing progress than upon the production of a summary document, though the 'presentational' aspect of the new Progress File is also seen as important.

In Higher Education (HE), major parallel developments are taking place in Recording Achievement:

Examples of practice and relevant practical views and experience;

A range of views on HE progress files and their implementation;

Relevant Policy documents and guidelines.

Within HE 'Progress File' refers to developments based on the recommendations of the National Review of Higher Education (the Dearing Report) 1997.

We recommend that institutions of HE, over the medium term develop a Progress File. This File should consist of two elements:

A transcript recording student achievement which should follow a common format devised by Institutions collectively through their representative bodies.

A means by which students can monitor, build and reflect upon their personal development"

Higher education institutions (HEIs) in the UK are encouraged to introduce a Transcript of student attainment that includes a consistent data set, by 2001/2002, but the use of such a Transcript would not be expected until 2002/2003, and a structure to enable Personal Development Planning by 2005/2006.

The key to understanding what Progress Files will 'look like' is to realise the HEIs are free to develop their own structures, systems and materials within the Guidelines proposed by the Progress File Advisory Group, which went out to all HEIs for consultation.

This is seen to be of particular importance in relation to the Personal Development Planning (PDP) element to ensure academic and student ownership; Transcripts are now in the process of being reviewed and developed further in most HEIs, and the advantages of some degree of coherence and transferability are becoming apparent. Find out more about current work in this area through the Learner Information Profile SIG Project.

What is PDP?

'PDP' - Personal Development Planning - is a term currently used in higher education, although its processes are also integral to the non HE Progress File.

HE staff have been using these processes for many years, especially in academic and personal tutoring, but the process was named and formalised in the National Review of Higher Education (The Dearing Review') in 1997.

"Personal Development Planning:

integrates personal development with academic activity

incorporates self assessment, reflection and action planning for lifelong learning

is voluntary

enables learners to take control of their own learning through the development of critical self awareness

helps learners to recognise and value core skills (these include communication, problem solving, and personal and interpersonal skills)

is process driven

is tailored by each institution to meet the needs of its learners

builds on the processes developed through the progress file

facilitates continuing personal and professional development."

Personal Development Planning in Higher Education (Scotland) Network, 1999.

The QAA and LTSN have led these developments over the past two years.

What is PDR?

The Personal Development Record (PDR) component of a Progress File is:

" ..... a record of evidence and personal reflection about knowledge, attributes, skills and experience from which students can extract information to construct CVs/Personal Statements/letters of application for a wide variety of audiences".

Keith Cooper, Directorate of Academic Student Affairs, Oxford Brookes University, 2001

He adds that they are " .... intended for use in conjunction with a Transcript (official record of achievements) that can be used both formatively and summatively", and that they should " .... offer students the facility to create and subsequently modify Actions Plans based on self-assessment outcomes, future learning/development opportunities and identified goals".

What is CPD?

CPD is generally acknowledged to be the acronym for Continuing Professional Development. These are the processes of planning, reflection and reviewing aimed at encouraging ongoing learning and a continuing level of professional competence used by professional bodies. They are essentially the same as the processes of Progress File and Personal Development Planning used within the education sector and there are some common operational problems.

Similar problems of language also exist. CPD is sometimes interpreted as Continuous (or continuing) Personal Development which moves the focus beyond the professional level but might also imply a less employment oriented emphasis. However, the major drive for CPD comes from the professional bodies and debate within them centres around issues of voluntarism or compulsion and the extent or nature of learning experiences needed to comply with their policies.

Some universities market their short course provision as CPD which can cause confusion by shifting the attention from an individual’s learning processes to the supply of opportunities. The situation is further confused by the fact that although most employers would recognise the need for CPD they would tend to use other phrases such as management development or personal development to describe their activities in this area.

CRA is currently trying to extend its links with those engaged in CPD and workforce development.

What is a Transcript?

The Transcript provides a comprehensive verifiable record of the learning and achievement of an individual learner;

Transcripts can also provide learners with a record of their learning while they are studying; a formative statement that should help students monitor and reflect on their progress, and plan their further academic development;

The formative statement can be incorporated into a student's personal progress and plan their further academic development.

The UK Transcript is intended to satisfy most of the information requirements of the ED/Council of Europe Diploma Supplement initiative aimed at providing consistent transcript information to facilitate mutual recognition of qualifications. When combined with information from the programme specification, UK higher education institutions will exceed the information requirements of the Diploma Supplement.

It is recommended that Transcripts should be provided for all HE provision for which credit is awarded and for all provision which leads to an HE award.

How can I get more involved in HE Progress Files?

Find out what is happening within your institution if you are not already clear about this. There is a lot of information on this site which may help you and your HEI to build an effective and relevant structure for Transcripts and PDP (see ).

You may also wish to become actively involved with the CRA. Click here to visit the section on membership or email us direct at enquiries@recordingachievment.org

If you have experience you would like to share, please contribute to our 'Case Studies' section

The LTSN are also collecting examples of PDP in higher education.

How can I find out more about policy on Recording Achievement?

Busy practitioners sometimes find it hard to locate the relevant policy documents or legislation that affects their practice, and may need it at short notice. In this section, we will try to make available current and relevant policy documents and legislation about Recording Achievement in all sectors of education and employment.

Please help us to update and enhance this area of the site by letting us know if YOU have useful references we should disseminate!

What do employers think?

While some employers and training providers have been involved in the Progress File Demonstration Projects, man - at all levels of recruitment - have not yet had the opportunity to experience either this or PDP materials from higher education at first hand.

Rather more may have come across the National Record of Achievement. Work is currently being undertaken by the Centre for Recording Achievement and the Association of Graduate Recruiters to raise awareness in recruiters at this level about the nature of the additional information being generated about students and graduates to enable them to decide how far and in what ways to take account of it in their selection processes.

Within the world of work there has been increasing use of 'recording and reviewing learning and experience' over a number of years, in management development programmes, appraisal and performance review and professional accreditation.

"Personal development planning is a continuing process into and throughout employment - a process which builds confidence and gives mutual benefit to the employer and learner."
Keith Bell, Director of Recruitment, Price Waterhouse

"Guardian Royal Exchange uses personal development plans to fit people better for their current job because they need to improve, or the job itself is changing."
Chris Phasey, Management Development Unit, Guardian Royal Exchange

Personal Development Planning in Higher Education Scotland Network, 1999

When the similarities between developments in schools, colleges and universities and familiar in-house materials become apparent, employers are likely to welcome the process. Evidence indicates, however that they are not likely to want to be burdened with the 'products' of learning and reflection - profiles, learning logs and other paper or electronic materials. They prefer that applicants engage in their own application and interview processes, but are able to more effectively describe and evidence what they have to offer.

THE EVALUATION OF PROGRESS FILE (PDF)

Progress File had its origins in recommendations arising from the 1996 review ... It was on this basis that Progress File eventually came to be conceived as the ...

ofsted.gov.uk/content/download/5011/40001/file/...

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THE EVALUATION OF PROGRESS FILE (PDF)