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Why exam success isn't everything Why exam success isn't everything
(7 months later)
In the school year, August is synonymous with exam results. For the examined, they mark the end of one phase of life and influence the choices for the next; for teachers and schools they are a time of public accountability and for the nation, they are viewed as an indicator of national success.In the school year, August is synonymous with exam results. For the examined, they mark the end of one phase of life and influence the choices for the next; for teachers and schools they are a time of public accountability and for the nation, they are viewed as an indicator of national success.
Many of us have an uneasy relationship with the status we have given to the assessment industry. On the one hand, we bemoan a culture that only values the things that can be measured and we fret about the pressures placed on "the most examined generation of children". Yet, on the other, when it is our children or our school, exams are hugely influential on the decisions we make.Many of us have an uneasy relationship with the status we have given to the assessment industry. On the one hand, we bemoan a culture that only values the things that can be measured and we fret about the pressures placed on "the most examined generation of children". Yet, on the other, when it is our children or our school, exams are hugely influential on the decisions we make.
It's impossible to downplay the role exams play in the education system and nor should we. For all their weaknesses, the fact that all young people are now expected to take public examinations – regardless of their background – is a good thing. What's changed over the years isn't so much the value we place on exams but the increased competitiveness as more people take them. It's impossible to downplay the role exams play in the education system and nor should we. For all their weaknesses, the fact that all young people are now expected to take public examinations – regardless of their background – is a good thing. What's changed over the years isn't so much the value we place on exams but the increased competitiveness as more people take them.
This year's exams have been changed in some significant ways. Only a pupil's first attempt at GCSE now counts towards the league tables, resulting in a 40% reduction in the number of students entered for any subject a year early – despite the fact many teachers say there are good reasons for doing so.This year's exams have been changed in some significant ways. Only a pupil's first attempt at GCSE now counts towards the league tables, resulting in a 40% reduction in the number of students entered for any subject a year early – despite the fact many teachers say there are good reasons for doing so.
Another important change is the removal of speaking and listening skills from the English and English Literature GCSE. The result here is almost a 30% cut in entries and a commensurate rise in those taking the International GCSE which continues to reflect speaking and listening in the final grade.Another important change is the removal of speaking and listening skills from the English and English Literature GCSE. The result here is almost a 30% cut in entries and a commensurate rise in those taking the International GCSE which continues to reflect speaking and listening in the final grade.
These two examples show that even at a time when the direction of government policy is to devolve decisions and trust the professional judgment of teachers, the power of exams to dictate events remains strong.These two examples show that even at a time when the direction of government policy is to devolve decisions and trust the professional judgment of teachers, the power of exams to dictate events remains strong.
We continue to rely on exams, not just to compare one school or student with another but to judge the quality of our education system over time. So in the midst of explaining this year's new rules, the exams regulator, Ofqual, reassured us that "standards will be held steady". Really? One of the key reasons for changing exams is to measure and value different things – which can often be a change for the better – but it does make it difficult to compare results over time. So is our insistence on believing that exam standards can be a constant more a reflection of our need to compare the past with the present than reality?We continue to rely on exams, not just to compare one school or student with another but to judge the quality of our education system over time. So in the midst of explaining this year's new rules, the exams regulator, Ofqual, reassured us that "standards will be held steady". Really? One of the key reasons for changing exams is to measure and value different things – which can often be a change for the better – but it does make it difficult to compare results over time. So is our insistence on believing that exam standards can be a constant more a reflection of our need to compare the past with the present than reality?
Getting the right balance between treating exams as seriously as they deserve but not giving them a stranglehold over all our decisions has proved difficult. The latest contribution to this debate comes from Eton's headteacher, Tony Little, who argues the case for an all-round education with less focus on exam grades. Given his school's results and reputation, you might think that he can afford such a luxury but any voice that strengthens the case for valuing those things we can't measure as well as striving for exam success is to be welcomed.Getting the right balance between treating exams as seriously as they deserve but not giving them a stranglehold over all our decisions has proved difficult. The latest contribution to this debate comes from Eton's headteacher, Tony Little, who argues the case for an all-round education with less focus on exam grades. Given his school's results and reputation, you might think that he can afford such a luxury but any voice that strengthens the case for valuing those things we can't measure as well as striving for exam success is to be welcomed.
The education system has a habit of swinging from one extreme to another. We have thankfully moved away from the days when whole groups of students – usually those from poorer backgrounds – were discouraged from pursuing exam success but we should not fall into the trap of thinking that a better education can only be achieved by focusing solely on subjects that can be examined.The education system has a habit of swinging from one extreme to another. We have thankfully moved away from the days when whole groups of students – usually those from poorer backgrounds – were discouraged from pursuing exam success but we should not fall into the trap of thinking that a better education can only be achieved by focusing solely on subjects that can be examined.
Those who achieve success this month will deservedly celebrate their success but hopefully at the same time they will be looking beyond their results to what else might now be possible. For all of us that is an important reminder that exams are a means to an end and not an end in themselves.Those who achieve success this month will deservedly celebrate their success but hopefully at the same time they will be looking beyond their results to what else might now be possible. For all of us that is an important reminder that exams are a means to an end and not an end in themselves.