Ten years after an original survey, this article reports findings from a 2017 survey of secondary school staff involved in school‐based management of GCSE examination access arrangements. A total of 263 respondents, including specialist assessors and SENCos, explained their views on the manageability and fairness of processes for GCSE examination access arrangements. While the perceived fairness of GCSE access arrangements has increased, a majority of respondents do not consider current processes to be manageable at the school level or equally fair to students. However, almost two‐thirds of respondents would support some extension of access arrangements or use of technological assistance on the basis of student need. The researchers recommend promotion of partnership between the qualifications regulator, awarding bodies and schools; enhanced shared understanding of the purpose, place and limitations of access arrangements; and use of a school‐based protocol to manage roles and resource requirements for the organization of access arrangements. [ABSTRACT FROM AUTHOR]

中文翻译：

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为英格兰的普通中学教育证书（GCSE）制定的入学安排最佳实践：我们将继续十年吗？

原始调查十年后，本文报告了2017年对参与GCSE考试访问安排的校本管理的中学工作人员的调查结果。共有263名受访者，包括专家评估员和SENCo，解释了他们对GCSE考试访问安排流程的可管理性和公平性的看法。尽管人们认为GCSE访问安排的公平性有所提高，但大多数受访者并不认为当前的流程在学校一级是可管理的，或者对学生同样公平。但是，将近三分之二的受访者会根据学生的需求，支持扩大访问范围或使用技术援助。研究人员建议促进资历管理者，授予机构和学校之间的伙伴关系；对访问安排的目的，地点和限制有更多的共识；使用基于学校的协议来管理访问安排的角色和资源要求。[作者的摘要]