A case for re-evaluating dictionary availability in examinations

Abstract

The Qualifications and Curriculum Authority's (QCA) radical decision to allow bilingual dictionaries in GCSE modern languages examinations from 1998 was subsequently reversed, and by 2003 dictionaries were no longer allowed in any public examinations at any level. The removal of dictionaries appeared to be based on one study that concluded that scores improved in writing tests that allowed dictionaries, potentially compromising the examination. The ruling may seem to have brought debate about dictionary use in assessment to a close, but the recent publication of the Tomlinson report (2004) and the work of the Assessment Reform Group raise new possibilities. Furthermore, other studies into dictionaries in the testing context have led to different conclusions regarding scores, and several studies highlight the increased confidence test takers have when dictionaries are available. This being the case, the debate surrounding dictionary access in examinations may need to be re-opened. This article explores the perspectives of key stakeholders on dictionaries in examinations based on interviews carried out at the time the QCA reversed its dictionary use policy and concludes that there is a case for re-evaluating dictionary availability in examinations.