When did Exams Become so Toxic?
Exam season was never meant to be easy, but reading
social media and talking to teachers and students, it feels like the pressures
have recently got a whole lot worse. The new GCSEs have increased the pressure on
teachers and students alike as has summative assessment for A Levels. In
primary schools, likewise, SATS have been criticised for placing undue pressure
on younger children, especially in the requirement to learn grammatical terms (do
they really need to know about relative pronouns relative clauses cohesion,
ambiguity, the active and passive voice, ellipsis etc when an unacceptable
number are still struggling to read and write?)
While the various threshold tests and assessments provide for
those students who have both the ability
and specific instruction on how to pass exams, they offer little to those
children who struggle to get their information / thoughts onto the page, those
whose abilities are not measured in exams or who are simply not ready for this
step. For them, SATS, GCSEs and A Levels
must feel like mountains and hardly relevant to their worlds.
Making education
relevant to all is crucial to the success of our education system: after all, the
outcomes of schools are recorded in knife crime, in mental health statistics as
much as in grades. Schools are not just for able, motivated and well-supported
children, but also for the deprived, the angry and the abandoned, those
children struggling for acceptance because of poverty, race, language or
learning and behavioural difficulties.
Yet when we look
at what is happening to our youth, most graphically in mental health figures,
it is not the just the raised bar that is causing so much angst, but the ways
in which tests are presented. For a long time now, our language when talking education
and examinations has been little short of scare-mongering One response has been
to survey schools to find the best ways of allaying stress (knitting being a
popular suggestion) which seems to rather miss the point.
What is not
considered often enough from the vantage of middle-age is how the parameters
have changed, how tuition fees and a shortage of jobs, extra competition for
university places and the fear of debt have ratcheted up the pressure – and
once can understand why they have affected students and contributed to such
tragedies as youth suicide. In talking
of a snowflake generation, (and I believe they are more focused and
hard-working than most of the generations who have gone before), too many
adults conveniently forget that the pressures are quite unlike those of thirty
years ago
Inevitably, while
we can tell children that doing their best is all you can ask for, that these
tests will mean little in the run of things, each is given disproportionate
importance because of the pressure placed on schools and teachers, inevitably drip-fed
to students. League tables have been used by governments to measure
progress and to hold schools accountable, but what they have done to students
is often ignored, as the best interests of children are subsumed by those of
the State. The increase in cheating, higher incidence of depression and mental
illness in young children are indirect consequences of league tables and their
toxic influence continues to have a profound effect on the mental health of
students and teachers.
It is not hard
work that students fear, but the great beyond, the shame and despair of failing
and seeing doors closing, the pigeon-holing, often before childhood is over.
That sort of rhetoric has no place in today’s world
New Pathways must reflect new Opportunities and
challenges
There is a
compelling argument that exams are not about so much about education, but about
selection and economic convenience. After all, exams only test part of student’s abilities and cannot be fully cognizant
of attitudes, intuition, intelligence,
work ethic and purpose, traits that determine success. University is not for everyone, and the expectations
of parents and schools regarding university as their end goal needs to be
challenged.
The government’s
response has been to promote technical education to sit alongside A Levels as
happens in many European countries. Sadly,
it is just another instance of government arriving too late to the party.
While that would have been welcomed some
years ago, what is needed are not academic and vocational strands, but
university and non-university strands, both ‘academic’, both signalling
different pathways, both with similar status and both having their own strands,
based on specific career options . BTecs
have been gaining favour, even at academic schools, but times are changing and
these need to be promoted and enhanced for what they are: pathways for
different aptitudes, interests, careers, every bit as academic and demanding, and not the default position. The idea of
technical qualifications being essentially mechanical is long past as is the
idea of education being fixed in time. Instead of more students being steered
into university courses because that is what their school’s DNA provides, often
ending up with huge debts, useless degrees and mental health issues, we need a
new mind-set that recognises the new world of work and an acknowledgement that
we do not yet have the tools to properly measure children and assuming exams on
their own are enough, is woefully inadequate.
