Engineering science a level in the UK. a case study in the balanced assessment of student learning, educational policies and educational scholarship

The \´A\´ level system of examinations in Britain is widely regarded by politicians as the \´gold standard\´ of the system. Recent changes have brought it into disrepute. The Prime Minister has argued that the style of question should be redesigned to test "higher order thinking skills". A derivative of an engineering science \´A\´ level examination is cited by the US National Research Council as a good example of a balanced system of assessment that meets criteria of comprehensiveness, coherence, and continuity. Following a brief description of the system of assessment in England and Wales this paper describes the multiple- strategy engineering science examination and how it meets the above criteria. A brief description of the changes that have been made to the system of assessment in England and Wales and its functions in university selection will be given. It is argued that the Engineering Science examination went a long way to meeting the three criteria of balanced assessment. The examination is described and examples given of the questions used to test high order thinking skills. It will conclude with a brief summary of the evaluations that were completed, and indicate the factors, including the micro-politics that led to the demise of the examination.