Are A-Level Exams Getting Easier?
This week saw thousands of teenagers across the UK get the results for the last two years of work they put into their A-Level courses. There has long been a debate about the standards required of students to attain passes in their chosen subjects which has focused on the fact that for the last 29 years more and more students have been passing with better results than in previous years. My friend Chris posted an article on his site today with his views on it and his conclusion are, that yes, exams are getting easier and the best way to handle it is to band results so that 10% get A*, 10% A etc regardless of individual results.
I feel quite strongly that students should be punished due to how well or badly they have faired compared to a completely unrelated group of people. Is it this year’s group of A-Level students’ fault if the previous 28 years worth of students did worse then they did? Absolutely not. Is there soemthing for us to worry about that the number of people passing their A-Levels has increased again? On the face of it, no. It shows that there are improvements in teaching methods, that modern teaching allows more people to do well in exam (and coursework) conditions. There are of course arguments to say that if things keep getting better then it is harder to differentiate between students and that it is impossible to differentiate between students who took their exams in different years. These are of course valid arguments. However, I think that by simply slamming the examinations as being too easy is just as bad as print media’s fascination with good looking teenage girls on results day when it comes to how we debate this matter rationally and without ruining the image of young people.
Chris’s proposed solution of a banded graded system was in fact the way that A-Levels were graded the early 1960s through to the late 1980s. With the massive rise in students staying on for A-Levels from their introduction in 1951, this system was changed for something more closely resembling the current model, i.e. where results are normalised and then graded based on specific criteria. This system has then been modified by the introduction of modular exams to combat the high drop out rate of linear courses (up to 30% in some subjects) and the realisation that the A grade was not neither norm or criteria assessed.
Essentially, my biggest argument against a banded system is one that Chris attempts to combat in his own arguments, the idea that banding prevents all students aiming for the top grades.
You could also argue that everyone deserves the change to get an A* if they achieve the required level. There are two parts to this answer, first of all, they have target just like the current system – except, instead of a specific number of marks, their target is to reach the top ten percentile, but either way they have a set, fixed target to reach. Secondly, you could argue that if everyone in the country all worked really, really hard, they should all deserve to get A*.
This is, quite frankly, a ridiculous argument. Not only is a banding not a target (how does one control their placing in a banded split?) but it doesn’t answer the underlying question of whether it should be possible for all students to attain the highest grades.
I would hope that any educational system allows for the fact that if all students who took an exam achieved 100% they would be all awarded the highest grade. This is not possible under the norm assessed system. Now I realise that this is not something that is likely to happen, which Chris also points out as an argument in favour of his system. I prefer to remain idealistic about our young people and feel that this should never be ruled out.
Chris does make some good points in his piece. He suggests that modern A-Levels are more about teaching individuals to pass exams rather than fostering an ability to pursue independent learning and developing research and critical thinking skills (although many subjects now contain modules covering these very things). I certainly experienced this style of teaching during my own A-Levels where I was regularly lambasted for asking questions beyond the scope of the syllabus and asking for proofs for concepts that outside of our required learning. This is certainly an area of concern for modern examinations. Chris also points out that it is getting harder and harder to differentiate between students. Again, this is a valid point. There should be some ability to compare one student with another. However, I feel that this comparison should only take place within any given year group. or within a few years either way (where the differences are very small, i.e. less than 1%). It is not appropriate to compare my A-Levels (nearly ten years ago) with those of today’s eighteen year olds.
This is something that is practiced, if not preached, in both the academic world and in the real world of job applications and interviews. A-Levels are a means to an end, not and end in themselves. They are used to demonstrate knowledge in a certain subject that then allows an admissions tutor or an employer to make a decision of suitability for a university place or a job. A-Levels are not, as Chris attempts to claim, a measure of intelligence and they never have been. There is certainly a link between the two, but it is not as profound as some would think. One of the best pieces of advice (although I expect it was meant as a dressing down) was from my head of sixth form. Mr Long sat me down one day and explained that A grades at A-Level were attained in one of two ways 90% application and 10% ability or 10% application and 90% ability. He went on to say that those with the 90% application were far more likely to see their A grade that those with 90% ability.
Differentiating between individuals is hard enough at the best of times, this is beyond question, but trying to do so on the basis of exam results is not always a guarantee of picking the best candidates. Their extra-curricular activities, their performance in interview and the statements of support from teachers and employers are key components of this mix too. Intelligence, learning, knowledge and performance are all different things, with different measures. We should not confuse them despite the lines between them blurring somewhat in this information age.
There isn’t a perfect system where everybody gets the grade they deserve. I didn’t get the grades my intelligence and knowledge deserved as didn’t put the effort it. I am sure there are those that didn’t get the grades they deserved despite putting the effort in because of other factors. People can only pass the exams that are put in front of them, with the support of the teaching methods provided bu their teachers and we should get off both their backs.
Yes, the system needs to be looked at. I think exams could be harder to ensure fewer people take places at university which means that a university degree is the epitome of academic achievement and not a useless piece of paper that leave 30% of graduates unemployed with inflated ideas of their career prospects. Yes, we need to make sure we are holding our education system to account for the standards they set.
However, vilifying our young people through shrieks of “easy” and “low standards” is not the way to achieve the robust education system we want to see.