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

对于英国多层次的国家成绩标准，我从政府推动和学术理论等方面，更清楚地认识了中学阶段各种非传统评估的方法和挑战。例如，在同一学年，甚至在某些高等教育机构，也存在着全国水平不同的情况，难以协调一致地运作和管理。对于制度措施和实践中共享的隐性知识，本文首先对收集到的证据和数据进行系统分析，以便更好地整理学术成果。

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.