Is standardised testing within the UK education system fit for purpose?
Rationale
The evolution of education within the UK has witnessed significant change since its incorporation. Initial connections through religious establishments have matured to the state funded model that we now associate with modern times. Private education has also prospered. Numerous governments have initiated change, some more radical than others, in the hope that the UK education system establishes itself as a strong, rewarding entity. Progressive changes, such as the professionalisation of teachers, have helped strengthen the system, and many other facets within the structure have developed along the way. One of these facets is the framework of standardised testing and this forms the overarching topic of this paper. Over time, this model has become an expectancy for all students at multiple times throughout their school life and Regan-Stansfield (2017) argues that it is a contentious feature of many countries’ schooling system. If we consider the standardised tests within compulsory education, which include SAT’s, GCSE’s and A-Levels, there appears to be a belief that this is the preferred way to assess students and position them within the system such is its stronghold. Evidently, there appears to be a shortage of contemporary literature within the UK that justifiably supports this system, and, in my judgement, this system is not fully fit for purpose and Regan-Stansfield’s observations hold true. Through my own experience teaching GCSE’s mathematics for 12 years, I conclude that through many uncontrollable variables, the outcomes of standardised tests are not always a true reflection of the ability or knowledge for many of our GCSE age students and should be reconsidered. Such is the pressure applied to students to perform in exams, which over time has grown and grown, the ability to successfully navigate a series of exams and the associated pressures associated has become a significant task. Many pressures have become more evident to me throughout my career. I have observed specific instances such as test anxiety, stress and health matters which severely influence outcomes; I will be exploring these and investigate how they are connected to the standardised testing structure. I believe that this system considerably impacts and negatively shapes the progression and opportunity for many young people in society. Furthermore, Covid-19 significantly damaged the education system (Al-Samarrai, Gangwar and Gala, 2020). For successive summers, students were unable to sit traditional summer standardised tests causing immeasurable damage to many. Participation of adapted online study resulted in at best what was only a small proportion of what students would usually have learned in school (Schleicher and Reimers, 2020). Although pandemics are historically rare, the fixed model of assessing by standardised testing left an immense problem for the industry. I believe the system can be improved.
Arguably, standardised tests are one of the core memories we consider when reflecting on our own individual journey through education. Its influence must not be underestimated, and it is the topic I have chosen for my dissertation.
Literature review
Standardised testing is a universal staple within the schooling systems of developed countries. Research I have considered so far appears to suggest that it is a critical part of the school accountability and performance model, with no viable front-running alternative. Results are published locally and nationally such is their perceived importance. Figlio and Loeb (2011) argue that standardised testing has a positive effect on pupil performance, and Burgess et al. (2013) find that GCSE attainment is strengthened through school accountability. This leads to social considerations that are impacted through the standardised testing model which Regan-Stansfield also highlight, with attention drawn to schools that are underperforming. Regan-Stansfield continues, stating that the model incentivises teachers to enhance their performance. Initial thoughts suggest that Regan-Stansfield fails to acknowledge the additional pressure that this puts teachers under. With league tables and data-driven providers and academies, this arguably reflects the neoliberal landscape that we are living in. Neoliberalism interests me from a political viewpoint, and I am keen to find links between this and standardised testing, not just the umbrella of education.
Research suggests that test anxieties and various other exam stresses are associated with children from an early age (Connor 2001, 2003) and that standardised tests have also contributed to demotivation and retention of teachers (Day and Smethen 2009). I am motivated through my own practice to examine this deeply throughout my studies and contribute to an area of study that appears to be gathering momentum. I also believe that standardised testing impacts self-worth and self-efficacy which in turn contributes to attainments and progression.
Pokhrel and Chhetri (2021) find that students requirements have not been satisfied through the adaptations that have been implemented through the pandemic and this is my final consideration. I will research literature with supporting data to highlight the issue that the standardised testing model has had throughout Covid-19.
Presentation of research question. Potential Questions.
Is standardised testing within the UK education system fit for purpose?
Proposed methodology and methods
Through my dissertation, I will investigate and present qualitive research. A questionnaire will be produced, unbiased, with an aim to obtain the views of over 100 teaching professionals regarding standardised testing. Targeted questions regarding its performance and suitability that is likely to be in a strongly disagree/disagree/neutral/agree/strongly agree format. Opportunities to add further individual detailed opinions will be encouraged as to address further unassumed considerations. My current theoretical position as outlined previously within my rationale, argues against the current system in its current format; therefore, I am extremely interested in the responses received. Are there any factors that I have not considered, or have I underestimated their relevance, as highlighted by Dudovsky (2018) who speaks about the importance of the quality of discussion and depth of analysis. Expectantly, these perspectives will trustfully provide a considerable sized sample from professionals working directly within the industry. Teaching staff will be sampled across many subjects, including English, mathematics, science, business studies, IT & media, art, music and humanities in addition to vocational studies such as construction and health and social care.
References
AL-SAMARRAI, S., GANGWAR, M. and GALA, P. 2020, The Impact of the COVID-19 Pandemic on Education Financing, World Bank, Washington, DC, https://openknowledge.worldbank.org/handle/10986/33739 (accessed on 15th November 2021).
BURGESS, S., WILSON, D., and WORTH, J. 2013. A natural experiment in school accountability: The impact of school performance information on pupil progress. Journal of Public Economics, 106, 57-67.
CONNOR, M.J. 2001. Pupil Stress and standard assessment tasks. Emotional and Behavioural Difficulties. 6 (2), 103-111.
CONNOR, M.J. 2001. Pupil Stress and standard assessment tasks (SATs) An Update. Emotional and Behavioural Difficulties. 8 (2), 101-107.
DAY, C. and SMETHEM, L. 2009. The Effects of Reform: Have Teachers Really Lost Their Sense of Professionalism? Journal of Educational Chance, 10 )2-3), 141-157.
DUDOVSKY, J. 2018. The Ultimate Guide to Writing a Dissertation: A Step-by-Step Assistance. Business Research Methodology.
FIGLIO, D. and LOEB, S. 2011. School Accountability. A Handbook in Economics of Education. Stanford University.
POKHREL, S. and CHHETRI, R. 2020. Review on Impact of COVID-19 Pandemic on Teaching and Learning [online]. Available from: https://doi.org/10.1177/2347631120983481
REGAN-STANSFIELD, J. (2017). The impact of Standardised Testing on Later High Stakes Test Outcomes. The Department of Economics. Lancaster University Management School.
SCHLEICHER, A. and REIMERS, F. 2020. Schooling Disrupted, Schooling Rethought: How the COVID-19 Pandemic is Changing Education, OECD, https://read.oecd-ilibrary.org/view/?ref=133_133390-1rtuknc0hi&title=Schooling-disrupted- schooling-rethought-How-the-Covid-19-pandemic-is-changing-education (accessed on 15th November 2021)
SOMEKH, B. and LEWIN, C. 2011. Theory and methods in social research. Sage Publications Limited. London.
