The coronavirus pandemic has, for now, changed the world we live in. Thousands are working from home, others are working harder than ever on the NHS front line. Many haven’t seen family or friends for months, others have sadly lost loved ones without being able to say goodbye.
For students, one of the biggest changes has been the cancellation of their exams. Years of preparation are put into GCSE and A-level exams - and this year, in an extraordinary move, the physical exams will not happen. Instead, students will receive grades that have been calculated by their teachers.
The move has raised many questions. Do we need written exams at all? Could they be replaced by coursework?
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I wanted to know what my adult students at the Centre For Lifelong Learning at City and Islington College thought and so set them a task of writing a letter to the editor of Tes, arguing their personal view, based on their recent experiences.
Here’s what they had to say about the future of assessment.
Student A
I find it hard to produce excellent work in an exam setting. I have dyslexia and suffer from severe mental health issues, and even with the extra time, the pressure of time causes stress and makes me start to panic. Exams do not allow me to do my best.
Student B
As an adult returning to further education, the prospect of having a new way of learning is an appealing thought: not every child has the capacity to focus during exam conditions. Stress and anxiety can hinder something as simple as reading a piece of text and put students in a spiralling depression that can affect their outlook on life. So, how can we change this, and why should we even bother?
Although I had heard the term dyslexia in my school days, the teachers at that time never put the effort into seeing beyond my challenging behaviour. If one of them had dissected my work, life may have been very different. My school could have identified my problem, assessed my dyslexia and provided coping techniques to pass my exam.
Student C
Teachers are forced to commit to government guidelines, teaching a curriculum which is tailored towards the masses without focusing on an individual’s needs or interests so that one day they will pass an exam. We can make this right.
Student D
For students who are vulnerable, doing exams is a nightmare. I have mental health problems and have a physical disability as well. This makes writing very difficult and I have lost my confidence during exam times.
We are living in a modern society and technology has changed our lifestyle. We don’t have to use pen and paper for writing. We can write a note on our smartphones or laptops when we need. Spellcheck can correct our mistakes automatically or for formal writing we might need at work, we can copy and paste a letter or even a document through the internet.
Student E
An exam makes people anxious. It comes with a lot of pressure. Exams are like a football final penalty shootout where unmissed shots dictate the final score. On the other hand, when coursework is given during the academic year it’s more helpful and allows the teachers to explore further the students’ abilities and knowledge.
Student F
For the last six weeks, we have seen across the whole of England that we do not need a bit of paper, schools or colleges to validate what we have been learning. Despite not attending college, my classmates and I have grown academically every week. What does this tell us?
Yes, some believe that exams teach us time management, writing skills and above all discipline. But what about those who struggle because of language? While some people may think that it’s necessary, I don’t. I have learnt more at home than I ever before. Could it be my growing confidence?
Student G
Exams can be debilitating for someone like me who finds themselves caving into anxiety under the duress of the time limits. I often find myself not fully understanding the question and misjudging the meaning of it. The idea that working to a timed exam is deemed necessary is a competitive notion that belongs in the workplace where repeated practice can be judged, and not in the examinations leading toward higher education for returning adults.
I believe that to continue to discriminate against the minorities from disadvantaged homes is a product of classism, a continuation of keeping people under the heel. Don’t you agree that in the year 2020 we should be moving toward individual differentiation and away from social stratification?
Student H
This online class came just on time for me, as I’m in the last stage of pregnancy. I found it very helpful to continue learning from home as I can lie down while I’m writing on my laptop. I can take a rest when I’m tired, or snack something when I feel like it. I’m sure other students have their own reasons about why they like it too.
Student J
The way the exams are imposed on students is doing more harm than good. Some students develop depression and anxiety. Why? Because of written exams worries. Most students struggle to pass and do not learn to benefit from what they’ve been taught in class. That’s why, sometime after the exams, they forget it all. What’s the point of doing written exams?’
Student K
I think that we should be able to continue to do coursework even after Covid-19 had gone. It gives people more time to think about what they want to write and be able to process their thoughts without any interruption. It gives us time to focus and plan our work, as other people might be slow to read and write and to plan.
Student J
This lockdown has allowed students to work at their own pace without having to think of the stressful, heart-racing exams. Being a dyslexic individual, this coursework has given me the opportunity to study without having to overthink or be timed with my work.
Student L
I am against predicted and adjusted grades by teachers and the exam boards. This is an injustice. If we do exams online, how can we assess students’ real knowledge and performance? How can we make sure that they are ready to apply for higher education at colleges or universities? There is no guarantee that the students aren’t cheating while doing online work..
Student M
Exams give you a sense of being pushed to your limit and a bit of pressure to really get the best result you can. They give you an insight into the world and what it may look like for you, help you polish your written skills and expand your outlook on life overall. Exams can usually be resat, so that can inspire more effort and determination in the future. They can provide us with a challenge and we are likely to emerge stronger and more able to cope with other difficulties in our lives.
Student N
If this experience gave us the opportunity to show our skills, achieve the planned objectives for our course and learn without any barriers, why should we go back to written exams?
Adrian Whittaker teaches GCSE English at City and Islington College. The adult learners who contributed to this piece were: Basma Abasheikh, Sunay Atli, Gletta Duberry, Rassina Elmi, Meryam El-Allam, Anthony Facey, Sara Karara, Lauren Lloyd, Bruno Mbala, Samia Mohamed, Paige Myers, Arezou Nasrollahi and Amira Yusuf
