GCSE exams have been the mainstay of the English education system since 1988 but there is growing evidence that, in their current format, they are no longer fit for purpose, and do not serve well the needs of all young people growing up today. In blunt terms, they are a very limited and one-dimensional way to assess learning. A written examination simply cannot enable young people to fully demonstrate their knowledge, skills, and capabilities. Around a third of young people leave school feeling that they are failures, which is not surprising when failure is baked into the system of assessment. This disproportionately impacts those in under-resourced and marginalised communities.
The previous government’s consultation on the proposed Advanced British Standard contains some staggering statistics:
- 25% of young people do not achieve a ‘standard’ pass in English and Maths by 19. Nearly 40% do not reach Level 3 (equivalent to 2 A-levels).
- Nearly 20% of young people leave compulsory education at age 19 without level 2 qualifications (GCSE equivalent). Of those who did achieve level 2 qualifications, only 65% had a sustained education, apprenticeship or employment destination.
- For students with Special Educational Needs and Disabilities (SEND), 54% achieve Level 2 and 40% achieve Level 2 in both English and maths by age 19. This compares with 86% and 81% respectively of students without SEND.
“A written examination simply cannot enable young people to fully demonstrate their knowledge, skills, and capabilities. Around a third of young people leave school feeling that they are failures, which is not surprising when failure is baked into the system of assessment”
With chronic persistent school absence rates now at record levels and a third of young people not feeling connected to school, as Jean Gross puts it, arguably “pupils are voting with their feet”. The new government’s planned Curriculum and Assessment review promises an evolution of the current education system, which has been broadly welcomed by the education sector. So what kind of changes could we see to GCSEs — and assessment at age 16 — in order to set all young people up to thrive?
1. Shorter and fewer exams
Currently teenagers sit an average of 30 hours of GCSE assessments, which takes up three full weeks of time. This causes huge pressure and stress, for students and for teachers, and turns many off learning. As Cambridge University neuroscientist Professor Sarah-Jayne Blakemore’s research demonstrates, the peak age of onset of mental health conditions occurs in mid adolescence coinciding with high stakes cliff edge exams. Young people cite exam stress and fear of academic failure as their most prominent worry (in multiple large surveys). Reducing the volume of assessments at this singular point in time could reduce stress and free up important learning time.
2. Lowering the stakes with more modular and on demand assessment
Does every subject or topic area need to be assessed via a GCSE, with the timed written exam, sat at the end of a 2-3 year programme of study, as the main method of assessment? Assessment experts are now advocating for a shift in the balance of assessment approaches towards more and better formative assessment, continuous assessment, and more modular assessment, which would take the pressure off final exams. Exam board AQA is currently developing a new competency-based, on-demand numeracy, literacy, and digital fluency assessments, which will initially sit alongside, but could eventually replace, GCSEs in these areas.
3. Enabling all young people to study creative and vocational subjects
The new government has pledged to “support children to study a creative or vocational subject until they are 16, and ensure accountability measures reflect this”. This will expand qualification options and the assessment experience for young people. Well-regarded project qualifications, which have proven positive impacts on attainment and progression, could be part of this broader diet. They allow young people to show what they know and can do through inclusive multi-modal assessment methods, to explore topics they are passionate about, and provide choice which motivates engagement in learning. Exam board Pearson is piloting different iterations of the Higher Project Qualification and offering new varieties of the Extended Project Qualification (EPQ) in areas such as AI and climate change. ASDAN is piloting a new EPQ for learners to explore and prepare for an apprenticeship.
4. MBacc for a More Inclusive Path to Employment
City regions and local authorities are leading the way in thinking about how all young people can access high-quality progression opportunities through more relevant qualifications, applied learning, and place-based experiences. Across Greater Manchester, 65% of young people don’t go to University, so business, education providers, and third sector organisations have come together to develop and pilot the MBacc, which will provide clear progression routes to high paid jobs in the local economy. From age 14, learners will be able to access a suite of industry relevant qualifications, including GCSEs, a new digital skills qualification designed by Raspberry Pi, and 50 hours of work experience with skills based learning outcomes.
5. Micro-credentials which sit alongside GCSEs
During an impassioned debate in the House of Lords,, former Schools Minister Lord Jim Knight said, “If we are to move to graded exams in literacy and numeracy when ready, extended project qualifications that play to the passions of pupils, and other exams more akin to GCSEs in a mix, we can move to a more portfolio approach, creating a passport for university admission and for work that includes learner profiles and micro-credentials”. Micro-credentials or digital badges are an increasingly popular way to demonstrate skills and knowledge in a bitesize digital format. The Open University / Open Learn has been pioneering this since 2015 and has recently awarded its 250,000th digital badge. Around 10 UK cities are now engaged in citywide implementation of digital badging programs for recognising and accrediting formal, informal, and non-formal learning.
These five ideas point to implementable options which are achievable through an evolution of the current system. A first step towards supporting all young people to thrive and achieve positive outcomes through relevant and inclusive assessments and proper recognition of their knowledge, skills and strengths. To get kids back in the classroom they need to be set up to succeed and believe that their future matters.