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The suitability of the International Certificate of Christian Education as an examination for university entrance

Scaramanga, J; Reiss, MJ; (2017) The suitability of the International Certificate of Christian Education as an examination for university entrance. Oxford Review of Education , 43 (6) pp. 788-804. 10.1080/03054985.2017.1352500. Green open access

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Abstract

Increasing numbers of students are applying to university with the International Certificate of Christian Education (ICCE), an alternative to mainstream qualifications based on a biblically-based, individualised curriculum called Accelerated Christian Education (ACE). No formal validity arguments exist for the ICCE, but it claims to prepare students for university entrance. This article assesses the validity of the ICCE by comparing the stated objectives in ACE workbooks with the activities on its tests. It is argued that many of the learning objectives are never tested at all. Those that are tested are frequently covered only superficially. The tests rely extensively on rote memorisation which fails to prove understanding of concepts, and ACE’s definitions of academic disciplines are often rather different from, and inferior to, the understandings of mainstream academia. It is concluded that, while students from alternative educational backgrounds should not be penalised, ICCE results cannot provide the robust evidence of academic achievement that universities are entitled to expect.

Type: Article
Title: The suitability of the International Certificate of Christian Education as an examination for university entrance
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03054985.2017.1352500
Publisher version: https://doi.org/10.1080/03054985.2017.1352500
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Accelerated Christian Education, curriculum, assessment, validity, Christian education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10024224
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