GCSEs under examination

THIS time last year The Northern Echo reported that North-East teenagers had achieved record GCSE results in terms of the proportion of passes.

Figures produced by the Joint Council for Qualifications (JCQ) revealed that 67.2 per cent of grades received by North-East teenagers sitting GCSEs in the summer last year were C or above, regarded as passes.

It was revealed that more A or A* grade GCSE passes – 19.5 per cent of exams taken – were issued to North-East students, again, a record for the region.

While it is impossible to predict whether tomorrow’s GCSE results in the region will break records once again, there is no doubt that there will be widespread jubilation at many homes across the region as families celebrate a clutch of good GCSE passes, the key to going on to study A-levels and higher education.

But the education world has been put on notice by Education Secretary Michael Gove that he is planning a revolution which could radically change the exam system for 16-year-olds.

Leaked plans suggest that Mr Gove is considering replacing GCSEs with a more rigorous examination, similar to the old O-levels taken by brighter children up until 1987, with less academic children taking exams similar to the CSEs, which were phased out at the same time as O-levels.

This is in response to concerns that the GCSE has been getting easier over the years to the point where the UK is slipping back in the international education league table compared to nations such as Singapore and Finland.

While no one wants to take anything away from the achievements of thousands of North- East school children Professor Robert Coe, director of the Centre for Evaluation and Monitoring at Durham Universitys School of Education, agrees that the GCSE is not serving our young people very well.

“If you ask me if there has been grade inflation at GCSE, I would say yes, but it really depends on what you mean by that. You could say that grade inflation represents better grades that are deserved because candidates are performing better or you could say that is not real learning and it doesn’t transfer when people go on to jobs or further study.”

Prof Coe believes the problem is that GCSEs are encouraging schools to teach in a very exam-focused, narrow way, rather than looking to broaden education.

The professor has made a particular study of the grades candidates get for the same performance over a number of years.

“What seems to have happened is that over a period of time there have been higher grades for the same level of general ability.

You could call that grade inflation – you could also call that getting easier.”

WHILE he does not deny that young people are working hard, Prof Coe points out that a combination of factors have led to higher grades.

“These days, you know much more about what you are going to be asked and what you have to do. The awarding bodies also put on courses for teachers to help them prepare for their syllabuses.”

Prof Coe argues that exams, if anything, are becoming a bit too predictable.

“Instead of teaching the knowledge, the history, the biology or the maths, you are teaching them how to pass a particular exam.”

For Prof Coe, the issue is whether all this prepping and cramming results in bettereducated individuals ready for the world of work and higher and further education.

Essentially, he says we should be asking what education is for and what we want education to do for our young people.

“I do think there is a need to look at what GCSEs are assessing and how that matches to what we think a good education should be,” he says.

Prof Coe would oppos simply re-introducing the old O-level/CSE two-tier approach, but can see the point of changing the system to provide a better assessment of a young persons educational ability.

“At the moment, GCSEs are a bit formulaic, and a bit trivial. Recall and regurgitation will get you quite a long way at the moment, but we shouldn’t be valuing that sort of low level skill.”

One of the reforms suggested by Mr Gove would be to create a single examination board, avoiding what has been described as “a race to the bottom”, with schools deliberately switching boards to try to boost their results.

This pressure to switch boards is widespread across the region, according to a former head of English at a highly-rate North-East comprehensive school.

“It is well know that certain exam boards are easier at certain subjects and class teachers and heads of department, particularly in English, maths and science, are under constant pressure from heads to switch exam boards. This is quite common even if the teacher or head of department advises against it,” says the ex-teacher, who does not wish to be named.

BECCY EARNSHAW, director Schools North-East, a charity which speaks for schools in the region, says problems with the exam system are “widely acknowledged”, but that this should not detract from the achievements of this year’s GCSE candidates.

“The focus should be on the achievements of those young people who have done the work and the parents and schools who have supported them,” she adds.

Ms Earnshaw believes that what is needed is an education system that is “fit for purpose”, which recognises the achievements of young people and gives employers and universities the opportunity to differentiate between candidates.

“What we are hearing from employers is that the current exams are not necessarily offering that.”

She urged the Government to not to rush through reforms and to listen carefully to schools, heads and teachers before changing everything.

“Make sure we think through all the consequences, because it is a huge thing to turn around. I think there is a real risk of doing things quickly and if we are not careful this could have a really negative impact,” she adds.

“Perhaps this needs to be given to an independent commission removed from Government so there is not the same level of politics involved. We need to come up with a solution that meets everyone’s needs, rather than being something that will have to be undone a few years later