At this time of year, like every head in the country, I watch over my school with a mixture of pride and concern: pride that so many of our pupils have obviously prepared well for their exams (and have turned up!), and anxiety for those who are finding the ordeal difficult or who will be failing to do themselves justice.
But I have a wider concern, too. I have been progressively losing faith in the examination system to inspire stimulating and exciting lessons, and to assess pupils in ways that challenge and that properly differentiate between them.
The cry every August, when the exam results come out, is that they are becoming easier, that standards are being ‘dumbed down’, and that there is ‘grade inflation’. The government barks back that any improvement in results is genuine and reflects the fact that pupils are now better taught than ever before. The improvement in the top A grade at A-level has indeed been remarkable.
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