Thursday, June 18th
This is another quick posting to highlight some research, which was covered quite extensively in the press yesterday, about the dangers of teaching to the exam at A-level.
The research was carried out by the think tank Reform, about which I have some reservations, but I highlight it here since it chimes very closely with what other studies have shown in recent years.
The main point of this and other studies is that very tight definition of what is going to be in the mark schemes for A-levels, and the pressures on teachers (and pupils) to improve results on those exams, combine to create what I think is a less than ideal form of education. However much this is pointed out, though, other forces seem to be at play to prevent anyone doing much about it, despite the intentions behind moves such as the introduction of the new A-level A* and the use of more “unstructured” questions in these exams.
For similar concerns, particularly around the problems the exam regime may create for pupils when they get to university (but this system is good for raising A-level results, so it must be OK then), see:
– My posting on a study of A-grade students’ approach to recent exams:
– A report by the Nuffield Review of 14- to-19 education which saw university admissions tutors complaining about students arriving through their doors and expecting to be guided towards answers.
– A PhD thesis by history teacher Barbara Hibbert, who studied students’ progress between studying A-levels in the subject and university life.
Meanwhile, on a not-unrelated subject, a report in last Friday’s TES said league table pressures are pushing pupils away from studying history GCSE.