Cambridge University Reporter


Annual Report of the Local Examinations Syndicate

This is the one hundred and forty-eighth Annual Report of the Syndicate. It covers the events of the financial year 2004-05.

The LOCAL EXAMINATIONS SYNDICATE beg leave to present the following Annual Report to the Council.

Introduction

This has been a year of great significance for the Group as it has changed its corporate brand to Cambridge Assessment. This has been done to give us a new platform in the UK and in our dealings with government, give us more influence over the development of policy and strategy in the whole field of education, and help grow the Group's market share both in the UK and overseas. The business streams will continue to operate as individual businesses with their existing separate brands. This will mean that both CIE and Cambridge ESOL will retain the explicit link to the University in their branding which is of great importance to their presence overseas, but they will also take appropriate enhancement from Cambridge Assessment as and when it is helpful to do so.

Significant progress was made in each of the four strands of the modernisation programme: assessment production and delivery; electronic script management (ESM); on-line administration for centres and examiners; back office systems and infrastructure. This progress brings us close to the completion of the first phase of the programme where the majority of the component applications have been developed, tested and moved to production status. The next phase will concentrate on the enhancement of the applications to support other assessment models/products, the integration of the applications and the business change programme that will facilitate the high volume adoption of these systems.

Group History and Structure

The Syndicate was established in 1858 to administer examinations for persons who were not members of the University and to inspect schools, with the aim of raising standards in education. The Syndicate began examining overseas in 1863 and this aspect of its work grew quickly. In 1888, the Syndicate was empowered to hold examinations for commercial certificates. The Certificate of Proficiency in English, the Syndicate's first examination in the field of English as a foreign language, was introduced in 1913. Thus, the foundations for our work today were laid by 1914. From the mid 1980s, as successive UK Governments moved to exert greater control over the school curriculum and examinations at ages 16 and 18, the number of English examination boards was reduced by a process of consolidation. The Syndicate acquired the Oxford Delegacy of Local Examinations, the Oxford and Cambridge Schools Examination Board, the Midland Examining Group and the RSA Examinations Board, amongst others.

The UCLES Group is now organised into three externally trading business streams - Oxford, Cambridge and RSA Examinations (OCR), University of Cambridge International Examinations (CIE) and Cambridge ESOL (English for Speakers of Other Languages) - each of which has a distinct product range and group of customers. OCR is responsible for examinations and other assessment activity for both general and vocational qualifications in the UK; CIE is responsible for international school examinations and international vocational awards; and Cambridge ESOL is responsible for examinations in English for speakers of other languages and qualifications for language teachers throughout the world. The work of the three business streams is supported by the following corporate services: Finance, Human Resources, and Infrastructure Services (comprising Distribution, Information Management, and Premises and Services). In addition, the Assessment, Research and Development division brings together corporate research and innovation activities, as well as investigating and developing new business opportunities which may fall outside the remit of the business streams.

The UCLES Group and the University

The Local Examinations Syndicate is a constituent part of the University and therefore falls within the University's status as an exempt charity. OCR is a company limited by guarantee with the University as its sole member. It is also an exempt charity, under Schedule 2(w) of the Charities Act 1993, on the grounds that it is administered on behalf of the University. The Syndicate and OCR are the two principal operating entities of the UCLES Group.

The Group is an important part of the University's mission, under the heading of its relationship with society. Our aim is to be a world-leading assessment organisation. To accomplish this we offer a comprehensive range of qualifications - both academic and vocational. By ensuring that these are designed to encourage positive educational experiences and the development of relevant knowledge, skills and abilities, we enable the University, through our work, to deliver practical benefits to millions of people who would otherwise never come into contact with it. In this way we provide recognition of individual learners' achievements, thereby assisting them to achieve their own educational and career objectives, giving them access to further progress in education (including entry to universities) and in the workplace. The Group's activities contribute in a tangible way to the needs and development of countries across the world.

The Group values the involvement of the University in its work, through the participation of University staff as members of its committees or as examiners, and through participation in the outreach activities of departments, of which the Millennium Mathematics Project is a leading example.

Regulation and standards

OCR's general qualifications are closely regulated by the Qualifications and Curriculum Authority in England, the Qualifications, Curriculum and Assessment Authority for Wales, and the Northern Ireland Council for the Curriculum Examination and Assessment. This regulation covers the subjects and the number of syllabuses that can be offered, syllabus content, schemes of assessment and many aspects of administration. Notwithstanding this regulatory framework, the maintenance of awarding standards remains the responsibility of OCR, through its Chief Executive and Director of Quality and Standards, the latter of whom is the Accountable Officer; this responsibility is subject to regular public scrutiny and audit. Regulation of OCR's vocational qualifications, although not yet so complete, is also exercised by QCA.

CIE is responsible for the definition and maintenance of standards for all of the Group's international qualifications, although where general qualifications are administered in partnership with a Ministry of Education, that Ministry is increasingly involved in standard setting and in the administrative aspects of regulation.

ESOL is fully responsible for the regulation of its work and for the setting and maintenance of standards. In this it must look to competition from the USA, unlike OCR and CIE, whose competition is essentially based on the British approach to education. ESOL has achieved formal accreditation for its examinations in the UK, which allows further education institutions to gain funding for courses leading to the exams.

Business Highlights

In this section we have included information on business highlights grouped under four main themes (e-assessment, research, 14-19 education, and innovation), which were of particular significance during the year. We have also included another category to cover other key developments.

E-assessment

In collaboration with Harcourt Education, we have produced a formative assessment product targeted at Key Stage 2 and 3 in English, Maths and Science. The product, called 'Achieve', is an interactive, on-line assessment for learning system that also provides diagnostic reporting, targeting and detailed teaching plans. 'Achieve' will be rolled out next year following an official launch at the BETT (the educational technology show) exhibition in January.

We continue to lead international efforts on Question and Test Interoperability (QTI). A major revision of the existing technical standard for the computer-based exchange of questions was published in February. The QTI standard was described as the most significant technical development in e-assessment during the closing plenary of the Association of Test Publishers conference in March. A project to complete the work by updating the existing standard to include the exchange of tests is now underway. Funds granted to us by the Joint Information Systems Committee will allow the development of an open-source toolkit for developers of QTI-based systems.

CIE is progressing the development of computer simulations to be used as alternatives to practical work in both geography and biology. User trials in geography yielded much interesting information about candidate and school requirements. This development will be used as an option within the live examination in June 2006. The biology simulation has received much acclaim from schools and will undergo user trials in early 2006.

CIE has been finalising the build of a computer-based mathematics test and completing testing ahead of a pilot with international schools in early 2006. Research and consultation is being undertaken regarding links between test outcomes and diagnostic feedback, and the testing will be introduced into a live environment towards the end of 2006.

OCR is at the forefront of developing appropriate and beneficial enhancements to assessment through electronic testing. Over 600 centres used OCR e-tests during 2004-05, with 60,000 on screen tests being delivered for Key and Basic skills. OCR has formed a partnership with leading IT provider RM to develop an on-screen marking tool that is starting an extensive pilot, and during the last year electronic portfolios have been used extensively across a wide range of OCR's qualifications.

The computer-based BULATS (Business Language Testing Service) is now well established and has grown substantially in the last year, particularly in eastern and central Europe and also in France and Brazil, while reaching new levels of demand in Asia, especially in Hong Kong. In China, BULATS is acknowledged as the leading examination for the workplace and is used by many companies as well as the civil service in Shanghai. Cambridge ESOL and the French Chambers of Commerce have reached an agreement which will make BULATS available through the Chambers' network of Language Study Centres - the biggest single supplier of language training in France, working with all the major French companies.

2005 saw the launch of computer-based versions of IELTS and the Preliminary English Test. Both of these have been extensively tested and trialled with users throughout the world, and have attracted very positive feedback. The computer-based testing offers a higher frequency of test dates, faster turn-around time for results and, with on-line entries, shorter lead-in times for candidates. PET is the first ESOL examination to use the on-line delivery system. This will be offered in addition to paper and pencil testing from November 2005, with an international roll-out in 2006.

Cambridge ESOL is working with the rectors of Italy's universities and Cambridge University Press to produce a blended learning course to help Italian university students to achieve the B1 level (equivalent to PET) that they need in order to graduate. Cambridge English Online will comprise 75 hours of on-line self-access study complemented with 25 hours of face-to-face tuition.

Research

Research officers in the ARD's Research Division conducted a study into the strategies and thought processes used by markers when marking GCSEs in Mathematics and Business Studies and have interpreted them within the context of recent psychological theories of decision-making. This work will inform the development of marking on-screen. Conference papers were presented at the Annual Conference of the British Educational Research Association Conference and at the Association for Educational Assessment - Europe Conference this year. An article has also been submitted to the British Educational Research Journal.

Research to support the modernisation programme is being carried out across the Research Division. This work will support the development of digital assessment across the Group and areas covered include strategies and methodologies for evaluation and validation in the e-environment as well as issues such as statistical methods of detecting malpractice.

A new research publication, Research Matters, has been launched. It is a bi-annual publication from Cambridge Assessment which shares assessment research in a range of fields with colleagues within Cambridge Assessment and in the wider assessment community and comments on prominent research issues. A special issue reports on research into Variations in Aspects of Writing in 16+ English Examinations between 1980 and 2004. The research focuses on vocabulary, spelling, punctuation, sentence structure and non-standard English. This major new study shows that standards of written English have improved since the same team published a similar study in 1996 which looked at samples from the 1994 GCSE. That study concluded that in many aspects of writing the samples fell below the quality seen in equivalent samples from a 1980 O Level English Language examination. The findings of this research have received widespread publicity.

CIE conducted a major research study to obtain university views on a number of dimensions of curriculum reform, particularly in respect of the post-16 academic curriculum in Singapore.

CIE and the Group have a wealth of experience of different qualification systems around the world and have run a number of studies comparing different qualifications. This led this year to the signing of a contract with the Hong Kong Examinations and Assessment Authority to compare HKEAA syllabuses with Cambridge IGCSE and A Level.

Much media attention was attracted by on-line research undertaken by OCR to assess students' perceptions of science and science teaching. This research contributed significantly to the development of new specifications which have met critical acclaim. Other research programmes included a review of customer needs in light of the imposed withdrawal of GNVQ; and a large project focusing on the professional development needs of staff within schools and colleges.

Over the year, substantial research and validation work has been carried out on three new Cambridge ESOL products, Teaching Knowledge Test (TKT), International Legal English Certificate (ILEC) and ESOL Skills for Life. In November 2004, a paper was delivered to the Centre for Research on Language and Education at Bristol University on our work to investigate the influence of one of our large, high-stakes tests (IELTS) on learners and the teaching/learning environment. We contributed to research studies to confirm the appropriateness of IELTS as a valid testing tool in the health professions, and were involved in delivering two papers in July 2005 at the Language Testing Research Colloquium Conference in Ottawa; 'Setting minimum language proficiency standards for nursing professionals' and 'Setting the standard: What English language abilities do overseas-trained doctors need?'.

Significant contributions to the wider language testing communities over the year have been the research activities surrounding the Council of Europe's Common European Framework Reference for Modern Languages (CEFR), among other projects. Cambridge ESOL also contributes to the teaching of applied linguistics at post-graduate level, and was responsible for teaching a course on the Assessment of Language Proficiency as one of the options within the University of Cambridge's M.Phil. programme in English and Applied Linguistics. Findings from language testing research more broadly have also been made available in three new volumes of the Studies in Language Testing (SiLT) series, published in conjunction with Cambridge University Press this year.

14-19 Education

The demand for high quality, international education is strong in India. CIE saw its centre network there more than double in size in 2004-05 and has devoted in-country resources to support it fully. Entries are growing in all qualifications, with particularly strong take-up in Cambridge IGCSE, the Primary Programme and the Cambridge International Diploma for Teachers and Trainers. CIE is also working with Indian Universities to strengthen the recognition of its qualifications.

The Middle East is a very active region for CIE with many entries from school, government and commercial organisations. CIE is not the only international assessment provider in the region, but it is the largest and it has taken steps to ensure that participation in Cambridge examinations remains high, both at the independent school level and government contracts.

There has been continued involvement in the high profile Junior College Curriculum Review in Singapore. Syllabus and specimen paper production is complete as is a project to seek HE recognition for the new senior secondary qualification. Further work is being done on training and research. A new Junior College calendar is also being introduced which has meant the remodelling of all our administrative and professional processes to meet the request of the Ministry of Education for a shorter delivery schedule for O Levels. Collaboration on awarding procedures is being refined with the use of video conferencing.

This year has seen the launch of a campaign to promote and develop IGCSE sales in the UK. As part of this we celebrated 20 years of success with IGCSE at a birthday event in September 2005, which gained substantial UK and overseas press coverage. The event drew together principals who pioneered Cambridge IGCSE, UK schools who currently offer it and successful IGCSE students past and present. This was followed up by an IGCSE seminar in Cambridge for 150 heads of department from UK independent schools. 2004-05 saw a doubling of enquiries about IGCSE from UK independent schools looking for an alternative to UK GCSE.

This has been a very successful year for our admission tests with BMAT, (the BioMedical Admissions Test) attracting new university users which has increased candidature by 30%. The TSA (Thinking Skills Assessment) used by many Cambridge Colleges is now taken on-line by around 75% of candidates.

In collaboration with ACER (Australian Council for Educational Research), we have developed a generic university admissions test for the UK. The test, called uniTEST, was successfully trialled in September 2005 and we now plan a large scale validity study in May 2006.

OCR is uniquely structured to deliver excellent qualifications and support services that complement the 14-19 reform programme. This is already evident in new OCR Nationals which offer a practical alternative to GCSE and A Levels and attract UCAS points. Their popularity has considerably exceeded expectation. OCR was the first awarding body to launch 4-unit A Levels and is the only awarding body to offer a full A Level in Critical Thinking, which was introduced in September 2005. OCR's ability to provide a rich blend of vocational and general qualifications contributed to an increase in our share of the 14-19 market for the third consecutive year.

Cambridge ESOL worked closely with the Chilean Ministry of Education's English Opens Doors strategy on a test designed to diagnose school students' listening and reading comprehension. In October 2004, a sample of 12,000 students in the age groups 13-14 and 17-18 took the reading and listening test, under the strict supervision of Cambridge ESOL's local partner - the Instituto Chileno Británico de Cultura.

Cambridge ESOL is working with several of the ministries of the federal states in Germany. In the academic year 2004-05, the education ministry of Nordrhein-Westfalen introduced PET and FCE to students, with exams administered in schools and invigilated by teachers. The project is to be continued, with CAE offered to advanced pupils.

Innovation

CIE launched the Cambridge International Primary Programme in April 2005 with the intention of making it available to a small number of high quality providers. It provides a framework for schools to develop Mathematics, English and Science skills and knowledge in young children. It provides a Progression Test for the last four years of primary education; and an Achievement Test for children at the end of primary education. Recruitment of primary schools to the Primary Programme is already strong, particularly in India, Indonesia and Argentina. Schools see an opportunity to measure student performance against an international benchmark. The Primary Programme has its roots in the British National Curriculum, but has been developed specifically for international education.

Responding to UK developments in the area of 14-19 education, CIE developed plans for a new Cambridge pre-university qualification. We sent a consultation paper to international and independent schools worldwide in October 2005, inviting their views. A new pre-university qualification would make explicit that a student has followed a particular programme with clearly expressed goals in a framework of strong educational value. CIE's proposal is arguably the most significant new contribution at the pre-university stage since the UK government's White Paper on 14-19 education reform. We received widespread media coverage in the UK and a healthy response from schools, which will inform the next phase of consultation in early 2006. The new qualification is an alternative to International A and AS Level, not a replacement. The first phase of consultation is now complete and responses have been positive.

Offering schools flexibility and choice is a key part of CIE's provision. CIE is currently investigating the potential for a new suite of Cambridge IGCSE syllabuses to run in parallel with existing syllabuses. First examination of these new syllabuses will be in 2010, and they will be in line with the 14-19 review in the UK. The consultation process was started by gathering leading scientists and educators to review CIE's Science provision at the Royal Institute in London; and by presenting IGCSE 2010 to CIE's annual International Principals' Advisory Seminar, where leading school Principals welcomed the initiative and gave further ideas from the practitioner's perspective.

In February 2004, UCLES signed a major five-year contract with the DfES to deliver the voluntary National Languages Recognition Scheme in 26 languages from Entry to Mastery Level. The scheme, which has now been branded as Asset Languages, entered its pilot phase in September 2004. Over the course of the year, 33 centres including representatives from the primary, secondary and further education sectors took part in piloting both external and teacher assessment materials. Some limited trialling of computer-based tests in reading and listening also took place. The evaluation meeting in June 2005 was overwhelmingly positive from all sectors and the scheme went live in September. Asset Languages will form a unique suite of qualifications, supporting the government's National Languages Strategy. Unlike most other languages qualifications, each of the four skills of listening, speaking, reading and writing are separately assessed, creating a highly flexible qualification. It is a proficiency scheme, based on the Languages Ladder, a series of descriptors of what students 'can-do'. These form a series of short term targets which can be highly motivational for all ages and abilities. In addition assessment is demand led - teachers can administer classroom tests at any time, and external assessment is available throughout the year. The development presents major challenges, both in creating the administrative systems needed to under-pin demand-led testing, in developing high quality materials to a very short time scale and creating a robust system that will support the assessment of languages as diverse as French, Chinese and Yoruba. The project draws upon the strengths of the OCR network of centres and its high-volume delivery capability, and ESOL's internationally renowned expertise in language assessment.

OCR works with industry leaders to develop appropriate and beneficial innovations. An excellent example of this is the unique iMedia qualification, developed in partnership with Macromedia and Adobe. This two-level qualification enables students to gain accreditation for their interactive media skills and knowledge which can enhance their career prospects. CLAiT was adopted by the major distance learning provider LearnDirect as its preferred IT qualification. OCR strengthened its position as the UK's leading provider of Basic Skills qualifications and saw strong growth with its new Administration and Business NVQ.

Skills for Life is the UK Government's national strategy for improving adult literacy, language and numeric skills. Cambridge ESOL has been providing external assessment for the ESOL Skills for Life and has attracted many thousands of entries. This has enabled teachers to focus on teaching and has helped centres to achieve cost savings in overheads and administration. OCR has become the UK leader in assessing basic skills of literacy and numeracy.

The new Cambridge ESOL certificate - International Legal English Certificate (ILEC) - will provide an ideal preparatory tool for students intending to study law courses containing a significant English language element or for recruitment into the legal profession. ILEC is already recognised by a variety of leading legal associations. Piloting and test finalisation took place in 2005, attracting a high level of interest. The first exam will be available from May 2006.

Teaching Knowledge Test (TKT) is a new test for teachers of English and focuses on the core teaching knowledge needed by teachers of primary, secondary or adult learners, anywhere in the world. TKT is suitable for experienced teachers and new entrants to the profession.

Other developments

The programme of work to support item commissioning, item banking, question paper production and computer-based testing has progressed well this year. The computer-based testing (CBT) system has been developed and deployed in trials across a number of assessments including PET, Asset Languages, and CIE Checkpoint. The CBT system is integrated with item banking systems to facilitate the full automation of assessment production and delivery.

A number of successful ESM pilots have been undertaken this year with the volume of live marks collected on-line increasing throughout the year. The first release of the on-line marking tool (DOMS) software has been delivered and tested and feedback from examiners was positive.

Significant numbers of entries are now collected on-line and the majority of results are issued on-line to centres and, in some cases, they are made available directly to candidates. In addition support for other administrative areas such as results enquiries continues to be developed.

The first phase of the warehouse management system has been implemented along with major upgrades to our finance systems. In addition there has been a major programme of infrastructure work including a complete upgrade to our wide area network (WAN). The upgrade of our local area networks (LAN) is being implemented alongside building refurbishment programmes.

All of the Group's systems as well as the central printing facilities from Coventry and Hills Road have been successfully migrated to a newly established off-site Data Centre. This provides both a consistent and cost effective approach to systems hosting and business continuity benefits. The platform upgrade for EPS was also completed, increasing our processing capacity as well as providing 'same day' disaster recovery facilities for our main processing system.

Cambridge ESOL is working with the Italian Ministry of Education on a four-year language training project for primary school teachers, providing placement testing and final evaluation, as part of the Ministry's strategy to augment the number of teachers able to teach English in Primary school, following the introduction in 2004 of compulsory English from the very first year of Primary school.

People

The Group is heavily reliant on the knowledge and experience of its staff and external examiners and great attention is paid to their further training and development. The Group also depends upon the services of a number of contractors and consultants. Syndics wish to record their appreciation of the work of all those who have contributed to the Group's activities over the past year.

Finance and Reserves

The attached financial statements show that the UCLES Group reported a deficit of £3.6m for the financial year 2004-05. Each of the three business streams recorded an operating surplus.

Income from examination fees and other educational and assessment services increased from £151.2m to £163.1m due to increased demand across all three business streams.

Overall expenditure in providing examination services increased, partly because of extra volume, and partly because of higher staff, information system and other costs. Expenditure for the year also includes a transfer of £14.5m to the University compared with £8.0m for the previous year.

The format of the financial statements has been changed compared to the previous year. The financial statements for 2004-05 have been prepared in accordance with the Statement of Recommended Practice: Accounting for Further and Higher Education. The University of Cambridge (the ultimate parent undertaking) presents its financial statements using this statement of recommended practice and it was therefore agreed by the Syndics that it was appropriate for the UCLES Group to adopt the same presentation. UCLES financial statements were previously prepared using the Charities SORP and this has led to a change in layout of the financial statements. There has been no change to the net assets of UCLES.

Although continuing growth is forecast in the number of examination entries, fee rates are subject to external pressures particularly from customers who are billed in Euros, and from those which suffer from economic difficulties or where they find it difficult to raise foreign currency to pay in sterling.

As a result, the Group is committed to maintaining a strong balance sheet in order to ensure financial stability in a risky business environment and to provide a cushion against adverse circumstances. Reserves are also required to fund investment in the development of the Group's infrastructure and business, including research, and to ensure that no financial liability will ever fall on general University funds. Syndics consider that it would be imprudent for the Group to rely on loans to fund any of these requirements and that the University is unlikely to wish to divert general resources to support the Group's work. The Group must therefore maintain sufficient reserves to meet all its funding requirements, in bad as well as good times. The available reserves provide the necessary buffer to meet the Group's investment needs and cover for contingencies. Syndics have reviewed the level of reserves with the University and believe that the levels held are reasonable given the issues faced by the Group. It has been the Group's policy to invest the available reserves in the University's Amalgamated Fund. This policy has served the Group (and the University) well over the years, enabling substantial support to be given to a range of general University purposes and to scholarship schemes for students from the Commonwealth and other countries. However, the policy introduces its own risk when, from time to time, stock markets fall. By 30 September 2002 the accounts had shown an accumulated unrealised loss over two years of £21.6m. The accounts for the three following years have recorded unrealised gains which have just exceeded the losses for the two years to 2002.

During the year £14.5m was transferred to the University, which included an additional £10.5m agreed by Syndics above the amount of the usual transfer. In addition, the Group has given financial assistance on a small scale to a number of University activities that relate closely to the Group's mission such as the Millennium Mathematics Project, an outreach activity to schools run jointly by the Departments of Education and of Applied Mathematics and Theoretical Physics; and grants to some of the less well endowed Colleges to support overseas students, in recognition of the importance of international work to the Group. These grants will be continued next year.

Since 1981 the Group has transferred £142m from its reserves and investment income - £121m to general University funds; £18m to the Cambridge Commonwealth and Overseas Trusts; and £3m to establish the Research Centre for English and Applied Linguistics.

During the year the Group refurbished its recently acquired premises at 9 Hills Road. Occupation of the refurbished building by OCR took place on 20 December 2004.

The Group has adopted FRS17 'Retirement Benefits' in these financial statements. As a result, the liability in respect of the RSAEB Retirement Benefits Scheme is included. The liability relating to the CPS Scheme is not recognised in the Group's accounts as the Group's share of assets and liabilities cannot be separately identified.

Business risks

The Syndics and the OCR Board confirm that the major risks to which UCLES and OCR are exposed, as identified by the Syndics and trustees, have been reviewed and systems have been established to mitigate those risks.

Professor A. J. BADGER (Chairman)Professor J. HAWKINSMr B. G. PICKING
Professor J. M. GRAYMiss P. M. KELLEHERDr K. B. PRETTY
Dr J. J. GUYDr J. A. LEAKEMr A. REID
Ms D. HALLMr R. M. MARTINEAUMrs J. M. WOMACK

Appendix A: The Local Examinations Syndicate

Professor Tony Badger (Chairman)Master of Clare College 
Mrs Valerie BraggChief Executive of 3E's Federation of Schools 
Professor John GrayProfessor of Education in the Faculty of Education, University of Cambridge 
Dr John GuyPrincipal of Farnborough Sixth Form College 
Ms Denise HallDirector of Marketing and Sales, SpecialSteps 
Professor John HawkinsDirector, Research Centre for English and Applied Linguistics, University of Cambridge(From 21.07.05)
Miss Patricia KelleherHeadmistress, the Perse School for Girls, Cambridge(From 21.07.05)
Dr John LeakePresident of St John's College 
Mr Richard MartineauFormer Chairman of RSA 
Dr Geoffrey ParksDirector of Admissions for the Cambridge Colleges, University Senior Lecturer in Nuclear Engineering and Director of Studies in Engineering of Jesus College
(Resigned 12.08.05)
Mr Bruce PickingChairman of Governors of Havering College of Further and Higher Education 
Dr Kate PrettyPrincipal of Homerton College and Pro-Vice-Chancellor, University of Cambridge 
Mr Andrew ReidDirector of Finance, University of Cambridge (representing the Acting Treasurer) 
Mrs Joanna WomackBursar, Clare Hall 

Appendix B: The OCR Board

Mr Simon Lebus (Chairman)UCLES Group Chief Executive 
Professor Tony BadgerMaster of Clare College 
Ms Valerie Bragg ChiefExecutive of 3E's Federation of Schools 
Professor John GrayProfessor of Education in the Faculty of Education, University of Cambridge
Dr John GuyPrincipal of Farnborough Sixth Form College 
Professor John HawkinsDirector, Research Centre for English and Applied Linguistics, University of Cambridge(From 21.07.05)
Miss Patricia KelleherHeadmistress, the Perse School for Girls, Cambridge(From 21.07.05)
Ms Denise HallDirector of Marketing and Sales, SpecialSteps 
Dr John LeakePresident of St John's College 
Mr Richard MartineauFormer Chairman of RSA 
Dr Geoffrey ParksDirector of Admissions for the Cambridge Colleges, University Senior Lecturer in Nuclear Engineering and Director of Studies in Engineering of Jesus College
(Resigned 12.08.05)
Mr Bruce PickingChairman of Governors of Havering College of Further and Higher Education 
Dr Kate PrettyPrincipal of Homerton College and Pro-Vice-Chancellor, University of Cambridge 
Mrs Joanna WomackBursar, Clare Hall 

Appendix C: UCLES Group Corporate Board

Mr Simon LebusGroup Chief Executive
Mrs Sue DurhamGroup HR Director
Mr Mark LovellGroup Infrastructure Services Director
Dr Ron McLoneDirector-General of Assessment
Dr Mike MilanovicChief Executive, ESOL
Mrs Ann PuntisChief Executive, CIE
Mrs Jackie RippethGroup Finance Director
Mr Gregor WatsonChief Executive, OCR

Appendix D: List of Acronyms

ACERAustralian Council for Education Research
ARDAssessment, Research and Development
BMATBiomedical Admissions Test
BULATSBusiness Language Testing Service
CAECertificate of Advance English
CBTComputer Based Testing
CEFRCommon European Framework Reference (for modern languages)
CIECambridge International Examinations
CLAiTComputer Literacy and Information Technology
CPSCambridge University Assistants' Contributory Pension Scheme
DfESDepartment for Education and Skills
DOMSDigital Object Marking Software
EPSExaminations Processing System
ESMElectronic Script Management
ESOLEnglish for Speakers of Other Languages
FCEFirst Certificate in English
GCSEGeneral Certificate of Secondary Education
GNVQGeneral National Vocational Qualification
HKEAAHong Kong Examinations and Assessment Authority
IELTSInternational English Language testing System
IGCSEInternational General Certificate of Secondary Education
ILECInternational Legal English Certificate
LANLocal Area Network
NVQNational Vocational Qualification
OCROxford, Cambridge and RSA Examinations
PETPreliminary English Test
QCAQualifications and Curriculum Authority
QTIQuestion and Test Interoperability
RMResearch Machines Plc
RSARoyal Society for the Encouragement of Arts Manufactures and Commerce
RSAEBRSA Examinations Board
SATScholastic Aptitude Test
SiLTStudies in Language Testing
TKTTeaching Knowledge Test
TSAThinking Skills Assessment
UCASUniversities and Colleges Admissions Service
UCLESUniversity of Cambridge Local Examinations Syndicate
WANWide Area Network

Consolidated Accounts for the year ended 30 September 2005

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