Pearson exam report

Pearson Edexcel have published a report of their findings of teacher opinion on how exams should be conducted in the future. They found Eight of out ten teachers believe GCSE and A level exams should be taken throughout the year.

The impact of COVID-19 on exams has quickened the discussion about the role of exams and assessment in our education system. We beleive the flexbility of when and where you take the exam. Esstientially making every candidate a private cnadidate, the whole system will become pupil centric.

The exam Boards including pearson has a significant role in the education system in Englannd.

so it is right that they contribute to the debate. I

What Pearson discovered was in some ways surprising, but also encouraging.

Far from seeing education as in need of radical transformation, most people see our education system as an improving platform to be modified and built upon - the glass is at least half full.

Most want more autonomy over testing, an exam board survey has revealed.

Pearson Edexcel surveyed 5,000 people, including pupils, parents and around 1,100 teachers. It also polled 104 MPs and interviewed experts.

What they found: exams should be done ‘throughout the year’ Asked about the frequency of high stakes assessment, 84 per cent of teachers said they should be taken in more than one session throughout the year. More than half – 54 per cent – said they should not be taken at the end of the course.

Teachers favour ‘option of both’ paper and computer tests Respondents were asked which format they would prefer formative and summative assessments to take.

More than four in ten teachers said they would prefer the “option of both” computer and pen and paper tests for formative exams. Depending on the subject. Thirty-six per cent said they preferred pen and paper for summative assessments, while 32 per cent preferred that option for formative assessments.

Address the binary split of academic and vocational routes.

In the open responses to the consultation, 16 to 19 education was characterised as having divergent vocational and academic pathways “pushing” young people into making decisions they “may not be ready for, and in some cases regretted with hindsight”.

Pearson said some members of the its expert panel saw this as “inhibiting the realisation of a broad and balanced curriculum for all”.