Posts

Education Forum members Alex Standish and Dave Perks, writing in Impact, the journal of the Chartered College of Teachers…

In 2021, most public examinations for GCSEs, A-levels and vocational qualifications have been cancelled for the second year running, meaning that teachers will decide what grade students receive. In place of exams, teachers will design their own summative assessment tasks, which may include questions and short papers set by examination boards. It is quite likely that when we emerge from lockdown and school closures, the assessment and qualification system will be different. Here, we explore the positives and negatives of the current role of exams in the school system. Below, we make a key distinction between the educational value of exams and their misuse for wider school accountability purposes. We recognise that exams have their limitations and we propose ways in which they can be improved. However, we make a case that public exams need to be retained as part of the post-lockdown assessment and qualification system because they play an important role in young people’s education and they contribute towards a more meritocratic society…

Read the full article at Impact.

In the midst of a public health crisis, we need formal exams more than ever, argues Alex Standish in the Education Forum’s regular column for Teach Secondary magazine…

Following a year of school closures and mass self-isolation for health reasons, students in Y11 and Y13 have experienced unprecedented disruption to their GCSE and A Level courses.

Does this mean that next summer’s examinations should be cancelled? If they are, how can we avoid a repeat of last summer’s ‘teacher-assessed grades versus algorithm’ farce? How should we assess students’ achievements when their education has been disrupted to such varying degrees?

See TeachWire for the full article.

The drive to make schools a force for social mobility risks distorting our collective sense of what education is meant to be for, argues Kevin Rooney in the forum’s column for Teach Secondary magazine…

For years now, educationalists and politicians of all hues have been telling us that the core goal of education is ‘social mobility’ – that is, reducing poverty and inequality, while promoting mobility up the social ladder, especially for poor working class and black pupils.

Schools minister Nick Gibb informs us that, “A welcome consensus has begun to emerge that schools must be engines of social mobility.” London schools, in particular, are held up as a great success story.

I wish I could share that rosy narrative. For me, the social mobility agenda is distorting and degrading education in a number of ways. Many schools have become boring, technocratic institutions where formulaic lessons, teaching to the test and high stakes accountability measures are now the norm. I fear this approach is sucking the life and joy out of teaching and learning…

Read the full article on TeachWire.