A review of literature regarding the validity of coursework and the rationale for its inclusion in the GCSE

Sep 5, 2026

Uploaded by Aurelia

A research review examines how GCSE coursework is defined, assessed, and justified, focusing on the validity and reliability of teacher assessment. It outlines how coursework supplies evidence beyond traditional examinations, supporting skills such as critical thinking and independent learning. The review discusses ongoing concerns including bias, marking accuracy, cheating, authenticity, internet plagiarism, excessive assistance, over-structured tasks, and student burden. It then clarifies validity and reliability concepts and the construct-content-criterion framework used to evaluate assessment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Introduction

Validity and reliability

This is a single article from Research Matters: A Cambridge Assessment publication. [http://www.cambridgeassessment.org.uk/research-matters/](http://www.cambridgeassessment.org.uk/research-matters/)© UCLES 2008 ASSESSMENT JUDGEMENTS A review of literature regarding the validity of coursework and the rationale for its inclusion in the GCSE Victoria Crisp Research Division Introduction The GCSE was introduced in 1988 and is available in a wide range of subjects. GCSEs are assessed mostly by traditional examination, however, in many subjects a percentage of the assessment is via coursework. In the National Criteria Glossary of Terms coursework is defined as ‘all types of activity carried out by candidates during their course of study and assessed for examination purposes’(SEC, 1986, p. 1) . In practice, coursework takes a wide range of forms: from written reports of fieldwork in geography, to performances and compositions in music and from pieces of art work, to oral contributions during lessons in English. Coursework tends to involve the assessment of a student’s work over a period of time. GCSE coursework (in most cases) is assessed by teachers, internally moderated across teachers within schools and then externally moderated by examiners. Coursework was included in many GCSEs from their introduction to increase the validity of assessment by providing wider evidence of student work and to enhance pupil learning by valuing skills such as critical thinking and independent learning (SEC, 1985). As the Secondary Examinations Council put it ‘above all, the assessment of coursework can correspond much more closely to the scale of values in this wider world, where the individual is judged as much by his or her style of working and ability to cooperate with colleagues as by the eventual product’(SEC, 1985, p. 6). Certain types of subject relevant skills cannot be tested via traditional examinations and the inclusion of a coursework unit as part of the relevant GCSE accommodates the assessment of these skills. There is continuing debate over whether teachers can be trusted to assess their own students. Some argue that teachers’judgements cannot be free from bias whilst others claim that assessment by teachers is the most valid method (as they see a student’s work over a period of time) and that teachers’ professional judgements should be trusted. Research evidence shows that the validity and reliability of teacher assessment varies and may be related to certain features such as the degree of specification of tasks and criteria (Harlen, 2004), school cultures (Ellis, 1998) and moderation procedures. Experience suggests that in most cases teachers can successfully rank order candidates’ work (although some teachers’ marking may be more lenient or more severe than others and require adjustment) and the way that coursework assessment is operationalised and standardised makes use of this fact. The validity and reliability of the assessment of GCSE coursework has come under much discussion since its introduction with the focus of concerns changing over time. At the inception of the GCSE the main threats anticipated were possible unreliability of teacher marking, possible cheating and concern that girls were favoured (see QCA, 2006a) . Now, concerns about consistency across similar subjects, fairness and authenticity (including the issues of internet plagiarism and excessive assistance from others), tasks becoming overly-structured (and hence reducing learning benefits) along with the overall burden on students across subjects, have led to a review of coursework by the Qualificationsand Curriculum Authority (QCA) . In order to engage with these issues we first need to consider the concepts of validity and reliability. Validity and reliability Validity and reliability are central concepts to assessment and describe the confidence we can have in assessment results. Whilst there are slightly different definitions of both rel

FAQs

What is the purpose of including coursework in GCSEs?

Coursework was included to increase assessment validity by providing wider evidence of student work over time and to enhance learning by valuing skills such as critical thinking and independent learning.

How is GCSE coursework typically assessed?

GCSE coursework is usually assessed by teachers within schools, internally moderated across teachers, and then externally moderated by examiners.

What do validity and reliability mean in assessment?

Reliability refers to whether assessment results are repeatable and consistent with minimal error, while validity refers to the degree to which the assessment measures what it is intended to measure.

Sep 5, 2026

Uploaded by Aurelia