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Original poster

Any other AS DC struggling with GCSE science mark scheme because of pragmatics? Is it discriminatory?

133 replies

HisMum4now · 24/07/2013 14:01

DS has a statement because of his AS, specific language impairment and pragmatic difficulties. He is going into Y11 and doing relatively well in his mock GCSEs. He is really good at maths and sciences. He understands the science, but struggles to score marks because of theory of mind and pragmatics.

If you ask him explicit specific questions he would explain everything giving specialist terminology. But the questions in the exam papers are wage, indirect and convoluted. The marking scheme looks completely illogical, arbitrary to DS. From his point of view he answered correctly the question asked, but within the explicit question there were two other hidden questions and he really couldn't see them - how is he supposed to guess which other questions he is supposed to answer? There are too many other questions he could comment on, but these don't logically follow from the question asked on paper. He feels it is unfair.

For example:
Question: "Why radiator is painted black?"
DS answer: "Because black surfaces are better emitters of infrared radiation then light surfaces"
Marks: 1 out of 3. He needed to add "so higher rate of energy transfer" For DS this is self evident and contained within his answer "better emitters". He would never guess to add this. So he scores about a third of the marks!

Another example:
Question: "How would gas and nuclear power stations be used to meet the demand for electricity within 24 hours?"
DS answer: "The nuclear power station is used for baseline demand. The gas station is used to generate extra power when demand increases"
Mark: 2 out of 3. He needed to add "because of short start up time". But the question was How, not Why!

Often out of many possible valid answers the examiner only gives marks for one narrow specific answer that looks arbitrary, random to DS (even to me) in relation to the question asked. For example:

Question: "Vaccination against measles virus will not protect the child against rubella virus. Why?"
DS?s answer: "Because measles and rubella are different pathogens"
Marks: zero... not correct ???
I don't even know what the "correct" answer is but nothing in the way the question is articulated suggests that other answer. I can see what DS means by arbitrary and random mark scheme.

DS's problem is not with knowledge and understanding, but with guessing what the examiner wants. Theory of mind.

DS works very hard - 5 hours of homework and revision every day. Most of this time is dedicated to getting sense of pragmatics and mark schemes. However it doesn?t pay off. It looks to me that with exam papers like these higher marks are just unattainable for ASD DS because of pragmatic bias built in the questions.

Is DS the only one having this problem?
What can be done?

OP posts:
Copthallresident · 30/07/2013 14:29

Anthracite. I think you have missed upthread that the exam boards have tightened up on access arrangements with the prevailing principle being that if a pupil has average or above scores in areas of weakness, even if they represent a significant disability because of the gap with their high ability, they will not get extra time etc. In the case of bright Dyslexics all the various charities and representatives of the Ed Psychs etc have met with Ofqual, and whilst they accepted it was an issue, they were not prepared to do anything about it because "many candidates who do not have dyslexia or a specific learning difficulty would like more time in which to complete their exams and might also gain higher marks if they had more time to complete and check their work" www2.ofqual.gov.uk/how-we-regulate/90-articles/864-extra-time-in-qualification-examinations-and-assessments-for-learners-with-dyslexia-or-other-specific-learning-difficulties

I agree with OP that we should be doing something to put pressure on the D of E, Ofqual etc to stop this discrimination but I am not sure what given that they are not prepared to listen to the various professional; bodies and experts. I am starting by writing to my MP but would welcome other suggestions. It is so frustrating that after a lifetime of struggling with my own SpLDs but thinking that my own DDs would be able to achieve their potential it seems that for those that follow it will be back to ground zero. I don't think many parents or teachers have realised that yet.

Anthracite · 30/07/2013 13:45

If your DS doesn't know the difference between how and why, then OLM should help him.

You've missed out the key word in your OP questions.

The question will not be "How do power stations....", but either "State how power stations..." Or "Explain how power stations". He may be given state answers rather than explain answers. When he has to explain something he needs to follow up the fact with a because. The marks for the question are a good guide - one mark for state, 2-3 marks for explain.

NT children fall short on this too. It is exam technique and attention to detail.

Anthracite · 30/07/2013 13:37

There are other access arrangements. OLM was just an example of what is available.

The objective of the exam system is to enable students to achieve their very best, and not to let any disability get in their way. Access arrangements designed to compensate for or cancel out the effects of a disability.

You should definitely go over what is available with the exams officer and/or Senco.

A key principle of access arrangements is that they have to be a normal way of working, so they have to hit the ground running in September to collect sufficient evidence, and for him to get enough practice in this way of working.

There may be other, simpler, access arrangements such as reading aloud to himself that might be sufficient for him to get his ideas on paper.

Original poster
HisMum4now · 30/07/2013 11:29

The comprehension threshold "measured by standard test" for OLM is too rigid and deliberately set unrealistically low though. It doesn't serve the brighter disabled pupils. In practice students with the comprehension that low wouldn't cope with the higher science papers anyway.The pragmatic problem would be muddled with the broader issue of ability. The test is not measuring the problem. DS understands the words "how" and "why", but doesn't understand that when asked "How the power stations are used", he should explain why.

There are no effective reasonable adjustment for high functioning AS pupils with specific language difficulties.

OP posts:
bruffin · 30/07/2013 07:58

this explains an oral modifier role

Anthracite · 30/07/2013 00:08

The oral language modifier would be his science teacher.

Original poster
HisMum4now · 29/07/2013 20:15

So the oral language modifier would be able to add "explain why" to the question how the power stations are used?
Would the TA acting as oral language modifier know how to rephrase the question?

OP posts:
Anthracite · 29/07/2013 19:36

An oral language modifier basically rephrases the questions. The student does the writing.

Original poster
HisMum4now · 29/07/2013 19:14

Does the oral language modifier asks followup questions? Do they take down oral answers?
I mean, if DS would be answering orally, would the modifier be able to ask a follow up question - for example the Why in the question about How the power stations are used?

Oral exams where the examiner can clarify and ask followup questions work very well for AS students. At least in woolly unstructured questions.

OP posts:
Original poster
HisMum4now · 29/07/2013 19:04

Exam technique is something that an AS DC can only learn with regular practice. It is an unnatural way of thinking, so needs to be rehearsed to death. The school doesn't do any exam technique, they believe it is beneath them. It also needs to be modified for AS DS.

So I should ask them to develop a personalized technique and get the teacher to practice in lessons. DS has a statement, it should be part of differentiation, right?

OP posts:
Anthracite · 29/07/2013 18:57

If the answers are in his head, and he can't get them out of his head and in to paper, then he should be entitled to appropriate access arrangements.

Original poster
HisMum4now · 29/07/2013 18:55

He already has a TA, so resources are not the issue. The school tried to apply for oral modifier but couldn't get around the low comprehension threshold. Are you saying they are fobbing me off with this and they simply need to make it into a normal way of working to force the exam arrangement?

Part of the problem is that the teachers don't realize how much DS struggles. The school couldn't organize the teachers' training by DS's NHS Speech Therapist because of some limitation on teachers contract (!) They can't be made to learn about my DS SN apparently. So the teachers blame it on his attitude. One science teacher wrote in his end of year report that he "demonstrated the ability to answer exam questions to good standards, but is still unwilling to do this in class" #£$%^& ! Of course he can't do it live in class due to his language problems.

So I should ask the school to train the teachers and get them to modify the language in class as a normal way of working? Fantastic idea!
I was going to speak with the school anyway, but this is very specific.

OP posts:
Anthracite · 29/07/2013 18:52

Access arrangements are precisely for a bright student who, for whatever reasons, cannot play the game express themselves. They can't get what is in their brain onto paper.

Do not assume that access arrangements are only for weaker students. They are designed to let every student reach their potential.

Your DS knows that black surfaces are good emitters of radiation. He understands that the purpose of a radiator is to transfer energy at a fast rate, therefore a black radiator is most efficient. Access arrangements should be able to get this knowledge onto paper. No matter how good access arrangements are, a weak student will not get all the marks.

Your DS seems to have a problem with exam technique. He assumes that anything that is common sense doesn't need to be mentioned. Most students can be trained to mention it anyway. Perhaps your DS will respond to exam technique training. If not, you should absolutely use access arrangements. It simply means his teacher keeping a few records of helping him in class, as well as doing the full monty in his mocks.

Anthracite · 29/07/2013 18:40

Oral language modifier simply needs to be a normal way of working.

In class, when doing exam practice (or any type of questioning) does his teacher rephrase questions and prompt for explain questions? This is a natural part of teaching.

The school might fob you off if they don't want to direct the resources, which would be a science teacher plus invigilator for just him.

RussiansOnTheSpree · 29/07/2013 18:34

I think lots of us have a clue whether the system works, actually. We know it doesn't.

Original poster
HisMum4now · 29/07/2013 18:18

The access arrangements are not addressing the right problem with the right tool. For oral language modifier there is a threshold - DC should be significantly below average in comprehension of normal text. This would be in the range of somebody with very low IQ and severe learning difficulties. It is measured by reading small text extracts fit for primary school. My clever DS can understand those basic texts, so he can't qualify for the oral language modifier. Here again it is totally flawed, because the demands on pragmatics/theory of mind in science exams questions are of totally different kind and different magnitude than in those simplistic texts.
DS has speech therapist report and the school can submit plenty of examples why he needs the oral modifier. But they are not allowed to submit that without hitting the comprehension threshold that is deliberately set too low for high ability students.

This test is not at all designed to register DS problem, but it doesn't mean the problem doesn't exist or that it is not significant. DS cannot access full marks, so he is at a disadvantage.

The argument that it would give my bright DS an unfair advantage is disingenuous, because for the moment the system does give an unfair advantage to those with significant deficiency in comprehension. I don't mean DC with severe learning difficulties should not get exam arrangements. They should. I am arguing that all disabled DC should get arrangements that are fit for them and remove the discrimination. It is not a zero sum game.

Sometimes I feel the system is designed to keep the disadvantage for SEN DC to keep them 'in their place'. But then I think that the system is so flawed and dysfunctional, nobody has a clue whether it works and how.

Anyway it is not clear how oral language modifier would work - maybe the modified questions would be even woollier? It wouldn't help with the mark scheme either.

OP posts:
Original poster
HisMum4now · 29/07/2013 18:12

I would speak with that office again. Thanks. What else could I do?

OP posts:
Anthracite · 29/07/2013 17:19

The OP should contact the exams officer regarding access arrangements. Her DS could benefit from an oral language modifier, for example.

He should also be mindful of the number of marks available for the question. A 3-mark question is going to need more than a simple statement. He also needs to know what is expected from questions that as to state vs explain.

If her DS knows facts, can explain them, can apply knowledge to new situations, the exam system should be able to accommodate him via access arrangements. He should be allowed to reach his full potential.

moonbells · 29/07/2013 13:35

I looked at the initial questions and could not for the life of me see why the vaccine answer was wrong.

I have three physical science degrees and 24 years of experience in the field. And yes, I'm probably slightly aspie and take things very much at face value. I did O and A levels in the 80s if that helps at all.

But imprecise questions make me see red. I'm with the OP on this one. If the examiners want someone to say why as well as how, then they should be asking how and why, not expecting the poor children to have a degree in psychology first!

And I keep hearing that kids spend a considerable time these days learning exam technique. Why? If they asked the questions correctly and succinctly, they would have more lessons on content not technique and be able to learn more!

argh (bangs head against wall)

Original poster
HisMum4now · 29/07/2013 13:00

making sure

OP posts:
Original poster
HisMum4now · 29/07/2013 12:56

DC with disability have the legally protected right to equality. It is not the question of "pleasing everyone", but a question of abiding by equality legislation and make sure exams are free from discrimination.

If the system put other DC at a disadvantage for the reason related to their disability surely the parents should question the system, not to kick DC who are more vulnerable to make themselves feel better.

OP posts:
creamteas · 29/07/2013 11:00

If you want a clear case of discrimination against kids with SEN, look no further than the compulsory marks for spelling, punctuation and grammar in GCSE exams such as geography.

My DD is entitled to a scribe, that means she automatically loses some of these marks. Whilst she can be awarded marks for punctuation and grammar if it is dictated, the only way to get the marks for spelling would be to literally spell out every word letter by letter. This is not actually possible in the time given for the exam.

How fair is that?

RussiansOnTheSpree · 29/07/2013 10:36

noself Sadly you are completely and utterly wrong there. :(

Whathaveiforgottentoday · 29/07/2013 10:23

agree with copthall and would add that for some of the very brightest kids with dyslexia it is during their A levels that they see the greatest impact. I've taught 2 students diagnosed with dyslexia in year 12, because they had coped so well up to gsce's that the specific difficulties hadn't been picked up. I would hate to see them lose their extra time in their A level exams - for one student I clearly remember her saying the extra time gave her the confidence to relax and read the paper carefully without the panic of knowing she was running out of time.

Copthallresident · 29/07/2013 10:11

no self definitely the vino talking. I can assure you that Dyslexic kids with reasoning scores in the top 0.02% of the population can and do miss the top grades, even with extra time. Misreading questions, silly errors, not spotting mistakes when checking, imperfect recall, slow reading and writing not fully compensated for by the maximum 25% extra time, extreme anxiety in exam conditions can all contribute to failing to do well, something that will be amplified when everything rests on one terminal exam.

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