Designers of a system of integrated formative and summative assessment consider the practicalities of recording students' progress in areas which are not part of the core curriculum.
It should be possible for people to write educational material in new or overlapping areas and for students who have studied it to a creditable level to have their progress recorded.
For example mathematicians may wish to write modules on new topics and my develop interactive test for them. It may be possible for students to gain formal (if their completion of the test is observed by an accredited person) or informal credit for their progress. I think the National Curriculum levels we have developed could form a useful guide for giving an indication of the difficulty of non-core curriculum content.
Or it may be the case that, in the context of say a football world cup, educational resources are developed which cover core curriculum points in a 'football context' which engage and motivate students who are passionate about football in studying aspects of the curriculum from physiology to mechanics to competition planning. System designers should consider whether such work should be accredited separately or whether the core curriculum targets it covers should be accredited instead.
The Modern Baccalaureate exemplifies one way in which progress can be recorded. ASDAN is an example of an organisation which accredits the qualifications developed by many other bodies in education. It's interesting and important to look at the ways in which the Modern Baccalaureate and ASDAN interact with each other. It is my expectation that a well designed student tracking and accreditation system will need to interact rapidly and fluently with many external bodies.
Assessing students up to the age of 14 – A better future QUICK LINKS
Part 5: more about online testing
Part 6: central tracking of progress
Part 7: supporting diversity
Part 8: student behaviour management