New GCSE specification - do you think it's a good idea?

[BringBack1996]

Sorry I couldn't really think of the term for the change from modular GCSE to linear, but do you think it's a good idea?

Essentially DS is already doing linear (apart from early entry for two maths modules) so has 25 exams this year. I'm in two minds as to whether it's a good idea. He is completely knackered but at the same time has that extra maturity to do well that he didn't have this time last year.

What are your thoughts? I'll be glad when the whole country is doing the same set up but not sure if this is the best way to go about it.

DD's exams are are largely linear. I am not sure if controlled assessments belong to linear or modular exams or both. DD had controlled assessments in 3 subject areas.

I think modular works well for Science AQA (she did them as 3 separate subjects): I think ISAs are a good way of testing practical skills and thinking on the spot; they also took the first paper in January so only 50% of the course had to be examined in the summer period (still 6 papers though).

I found English (OCR) Language and the Literature (they are different exams but I can't remember which belongs to which) be a long drawn out nightmare of controlled assessments/oral exams etc, some of which she didn't prepare very well for. She had a disastrous teacher who sent them completely the wrong path for one of the controlled assessments and the whole class had to do it again. She now has a fantastic and inspiring teacher but is unlikely to score higher than an A, through laziness apart from anything. On balance though I think it was a fair test of skills and much more in depth than a couple of two hour exams at the end of the course.

Again, history was another controlled assessment nightmare. The teacher basically photocopied part of a book and gave it them as source material to test their analytical skills in an extended essay but the material was not particularly on topic. That was 25% of the mark and she doesn't actually know what she got but has been very worried about it. Personally I think being able to use historical sources is a great idea but only if it is prepared properly - not photocopying part of a different GCSE textbook which is what the "source" material was.

I think in general linear exams favour those with good memories who can write and process information quickly in the 2 or so hours they are allowed. I have another child who is dyslexic, gets very nervous in exams and writes slowly. She is able but will be disadvantaged by the complete return to linear. I also think controlled assessments are an advantage to the average but hard working child - as hard work and preparation pays off and it is not such a memory test.

Having sat O' levels in an era when they were apparently "gold" standard; I still believe that today's exams are more difficult in that they test a greater level of skill and application of knowledge - not just learning stuff parrot fashion.

The issue that is worrying me most at the moment is the Foundation/Higher divide.

Borderline B/C grade children are often entered on early papers at foundation and then if they get a clear C get a chance to resit the higher one (and if this goes will be entered for higher terminal papers).

With linear exams, there will be no opportunity to switch levels and so I suspect that many will have to play safe and sit foundation rather than be able to try for higher grades

As a teacher of GCSE I am not in favour for a number of reasons -

#speed of the changes - the change is happening very quickly and to be honest, the specifications I teach have stayed the same all but for the assessment dates. The learning/requirements for the units have not changed and as it stands is more suited to the module approach. For the linear assessment to be achieved, the specifications in terms of what needs to be learnt, understood etc also need to change.

#not testing all skills - the modular method in my subjects meant that it wasn't just the memory that was being tested! CA doesn't cover all the skills alone and the modular tests did cover that

#students future decided on the one day? Whilst there are many of us whose qualifications did depend on this, we had moved on and allowed for learning to be stepped and not have your future depending on how you performed on the one day. I have taught many child who was not feeling 100% on the day of a test (not bad enough to warrant compensation from exam board) but enough to hinder their result; at present they can re-take easily - in the future they will have to wait a year in which they may have lost their employment, college place etc

I have many doubts over the success of this and maybe time will prove I am wrong but I don't think so.....

Cricket it's nice to hear someone defending the modular system. It makes a lot of sense to me, too. I have deep reservations about return to traditional linear. I come from a (foreign) modular system myself.

As I said I've not experienced modular but see how it's very beneficial, more so than linear. If everyone was doing the same (e.g. core science and english lang one year, language in january and the rest in june) I would be more in favour of modular. However as it stands with people being able to sit exams whenever their teachers see fit I believe those who get entered numerous times are at an advantage. I actually wish we'd looked closer into the way DS's school approached GCSEs before we sent him there as I do think by the school going linear with things like science and english his year group will be disadvantaged compared to those who had more than one shot.

When will some

When will someone stop mucking around with these exams? The teachers must be at their wits end and the children must at times think the whole thing unfair especially if one favours a precious format over a current one.
It seems to me that nothing lasts long enough to asseetain if it is truely representative of a child's ability.

DD1 and I have shouted a big Hooray!

Who wouldn't want to swap almost two years of stress for 3 months of stress.

I'd much rather she had time for her hobbies, friends and family life in year 10 and the first half of year 11 rather than constantly stressing there's some daft 1 hr paper some time soon, but she can't remember when.

We've had some short course GCSEs in Y9 and the school haven't sent home any useful info or dates. Another two years of logging onto the temperamental computer system, only to find no info does not appeal.

It just depends on your learning style doesn't it?
I'd have loved to have been able to do a bit of work, take the exam at the end of that module, and then that's it, finished with - would have suited me down to the ground. I love the idea of not having everything depending on you being able to remember everything over a stressful month at the end of your schooling (dates, names, quotes from plays, etc., etc., that we had to learn then). OTOH, my ds is a 'stereotypical teenage boy' in that he is not particularly concientious throughout the year, doesn't see any point in putting any effort in unless it's crucial, does better under pressure, and has a great memory for learning stuff to regurgitate in an exam.

Unfortunately I did them as O-levels all those years ago, and he is doing his this year, which have been very modular over the last 3 years. His sister, who is more like me, will get the way that suits him of course - ce la vie!

I agree with happygardening DS is in year 10 and he is my third to go through GCSEs. I despair of the constant changes especially in science.

I think controlled assessments should go (free up teachers) and modular remain as well as a linear choice. Modular can be written to test a greater coverage of the syllabus and ensures students work continually for two years. Resits of modules should be allowed in the final summer series only. Linear should be available in year 10 and 11, as a resit in year 11 if necessary.

Unis should be able to ask about resits.

love that idea Kez

Could not agree more about universities being allowed to ask about resits! I think it would definitely help explain how some children can be straight A* at GCSE but B grade at A level and vice versa.

I think there are other reasons for that though BB1996.
There are a lot of children who are able to cruise through GCSEs without putting a lot of effort in, then the "jump" between GCSEs and A/S levels is a big one, and they can't cruise by on minimum effort, so they struggle to hit the same kind of results.

Back that was my PFB. Never had to do more than remember what, when, why or how prior to 6th form. Achieved A*s in Maths and Stats at GCSE.

Took Maths at AS and came down with a bump and only scraped an E at AS before dropping it!

PS did not do any resits in either subject