A major report by exam board OCR, chaired by former Education
Secretary , warns that the current
volume and intensity of exams at GCSE is too high, and an
overloaded curriculum is narrowing students'
education.
Striking the Balance: A review of 11-16 curriculum
and assessment in England found that students in
England are spending around 31.5 hours taking GCSE exams – more
than almost anywhere else in the world.
The OCR review recommends rebalancing assessment away from a sole
reliance on exams at 16 – urging a more holistic approach across
education from 11 to 16. Its recommendations are intended to
provide an evolutionary and sustainable change to the
sector.
The report also calls for an updated curriculum, and the creation
of an independent body responsible for keeping it relevant,
ending the cycle of infrequent ‘big bang' reforms.
The report finds that many of the problems that become apparent
when students take GCSEs are identifiable, and can be tackled,
much earlier in students' secondary education. In English and
Maths, many students begin their GCSEs already behind on
foundational skills that should have been attained at Key Stage 3
or earlier. This requires a holistic approach to education and
assessment, so gaps in knowledge can be filled and students can
demonstrate their progression well ahead of exams at age 16.
Jill Duffy, Chief Executive of OCR, said: “No
one expects an exam board to say there are too many exams.
Established exams have enormous strengths. But you can have too
much of a good thing over a short period. As this report makes
clear, it is possible to rebalance assessment at GCSE without
sacrificing rigour and standards.
“A more relevant and enriched curriculum would give more space
for deeper learning, better preparing our children for an
incredibly complex world. Britain has the potential to be a
global leader in digital learning and assessment, if a focused
and confident approach is taken.”
Former Education Secretary said: “Too many
children are emerging at 16 without the basic skills they need to
navigate a rapidly changing world. There is no ‘silver bullet' to
solve the challenges facing education, but there is an urgent
need for reform.
“The realistic, bold reforms set out in this report would give
young people every opportunity to fulfil their ambitions and
potential. Many teachers we consulted felt that this sort of
change would give them the time and space to do the sort of
teaching they joined the profession for.”
Other key findings of the report include:
- A student's GCSE Maths grade achieved after three papers can
be predicted to within one grade based on their performance in
just one paper.[1]
- A lack of national strategy means the vast potential of
digital learning and assessment is not being harnessed
- The curriculum contains too much content, and teachers have
little time to provide students with a broader and more relevant
education
The report's recommendations include calls to:
- Reduce the number of assessments used at GCSE, spread them
out across the two years of Key Stage 4, and review the
appropriate use of non-exam assessments
- Reduce the content of the GCSE curriculum, allowing more time
for the study of broader skills and competences
- Introduce a benchmarking qualification, taken on screen, in
Maths and English to highlight gaps in students' knowledge and
provide structure to Key Stage 3
- Redesign the English Language GCSE as a matter of urgency,
and include a broader definition of English skills including
media and spoken language
The report arrives as the current Education Secretary has commissioned a
government review into curriculum and assessment, chaired by
Professor Becky Francis. OCR is sharing the report and key
findings with and Becky Francis.
The OCR review, chaired by , is based on wide
consultation with stakeholders – including over 2,000 students
and teachers – roundtable events, surveys and desk research. It
involved experts within OCR and Cambridge University Press &
Assessment, led by Paul Steer, OCR's Director of Policy.
ENDS
Notes to Editors
[1] Researchers were able to predict, with 99.7% accuracy and
within one grade, a student's final grade based on their
performance in the OCR GCSE Maths paper 1. Similar predictions
with similarly high accuracy can be made in other subjects
including the sciences and history.
