Non-traditional Assessment within the National Qualifications Frameworks: Examining Upper Secondary Levels in the United Kingdom

关于英国的多层次国家学历标准，我从政府推动和学术理论等方面，更清楚地确定了在中学层面对各种非传统评估的方法和挑战。例如，即使在重点高等学校，也存在着在同一学年、不同国家水平的情况下，出现了经营管理不协调的情况。对于通过实践分享的制度措施和隐性知识，仍需对收集的证据和数据进行系统分析，以更好地组织学术成果。

Regarding the multi-layered national attainment standards in the United Kingdom, I more clearly identify approaches and challenges to various non-traditional assessments at the secondary levels, from the aspects including governmental promotion and academic theories. Cases in difficulties with coherent operation and management are found, for example, in the same academic years with difference of the national levels even at selective higher educational institutions. Regarding institutional measures and tacit knowledge sharedthrough the practice, systematic analysis of the collected evidence and date is remainedtask, in order to organize academic fruits more.