Reports from the Scottish Qualifications Authority’s other principal assessors for last session’s Higher exams are less damning than in English, but they all have similar general messages - either pupils do not pay sufficient attention to the questions or they have been drilled too carefully in preparation for the exam.

Observations include:

Modern languages

“Generally across the languages, candidates were being presented at the correct level although there were still some cases of candidates who would have been presented more appropriately at Intermediate 2.”

The assessor recommends a clearer role for the discussion section of the test to avoid over-preparation in which the discussion took “the form of a monologue interspersed with the occasional question from the teacher”.

Comments on the Advanced Higher exam point to “a poor grasp of English” which affected reading translation in French, and “poorly equipped” candidates who did not have the accuracy required at Advanced level for translating reading texts in German.

Chemistry

“While the performance of the candidates at the top end of the ability range is very satisfactory, for candidates looking for no more than a pass, chemistry continues to be a ‘difficult’ subject. In addition, there is still a significant number of candidates who make very little of the examination.”

The assessor tells schools in his comments: “Many questions that require recall of basic knowledge are poorly done. The great majority of candidates, including able candidates, could improve their grades through more attention to the rote learning of routine chemistry.”

Geography

Fewer “inappropriate” candidates were presented at Higher level than in 2001 but markers’ reports showed variations between schools - from “a good level of performance” and “a higher standard than before” to “poorer than anticipated” and “fair-to-disappointing”.

The assessor notes: “The inability, or unwillingness, of candidates to read the questions thoroughly remains an area of concern.” Schools are urged “to dissuade their candidates from answering in the form of lists consisting of short phrases”.

History

The assessor delivers a more upbeat message than others, stating:

“Significant numbers of markers reported that their allocations contained better responses than in previous years and also that the number of very weak scripts continued to decline, perhaps reflecting a greater confidence among teachers in selecting appropriate levels at which to present their candidates as the Intermediate 2 option settles in.”

The main criticism is of “stock answers on particular topics which were then produced with minimal adjustment to address the terms of the question”.

Formulaic responses which provide “an illusion of structure” also draw fire.

Craft and design

The assessor criticises the guidance given to pupils for their design assignment which resulted in responses which were very alike. “Some work was recognised as very similar,” the report states.

Economics

The assessor has a curt message for schools: “Teachers should stress to pupils the importance of answering the question that has been set - not the one they wish had been set.”

Drama

“It is important to remember that a certain standard of English is obligatory to sit the Higher,” the assessor’s report states.