Okay – in September I made this little joke about the dumbing down of education standards in the UK; a tension reliever from the continuous and often anecdotal murmur around grade stats going up while exam difficulty goes down.
But the issue is dead serious, as we are reminded today by the Royal Society of Chemistry‘s publication: A wake-up call for science education?
The report describes what happened recently when 1,300 of the nation’s brighter 16 year olds were tested on chemistry exam questions taken from over the last 50 years. The selected questions were of the more mathematical type that test a pupil’s ability to analyse and understand the fundamentals (I think the word ‘hard’ has become politically incorrect), as these are the more useful skills critics say have been fogged out in contemporary tests weighted towards memory.
The report is here, but in a nutshell: the authors say there has been a real and significant reduction in the difficulty of numerical or analytical type questions moving from the 1980’s to the 1990’s, which corresponds to a change in the exam system. UK readers will recognise this transition as the move from a combination of O-Levels (for the ‘brighter’ kids) and CSEs (for the others) to the single GCSE system. Things have stabilised a bit since the transition but, as the authors observe, there are fewer of the analytical type question in the new regime.
What’s more, the average test score on these more analytical questions was only 25%, causing the RSC to call for an urgent increase in this type of question in today’s papers.
Consistent with the authors’ thesis, pupils did least well on multi-step maths oriented problems where there was no prompting of what to do next. Even problems requiring basic maths presented difficulties. Part of the explanation -although its arguably nothing to be proud of – is that some of the more complex content is no longer taught at this level.
In a double whammy that will have the sociologists wetting themselves: the study found that pupils from independent schools (that means private, where typically middle class professional parents pay for their kids’ education ) did significantly better than the state educated pupils; also that boys did better than girls on the hard maths problems. The independent school result is put down in part to the tendency for these schools to teach science as separate subjects – physics, chemistry, biology – and to them having more specialised science teachers (of which there is a chronic national shortage). The authors consider the gender result ‘unusual’.
The final conclusion was that the current system doesn’t recognise the most exceptional students with a wider knowledge of the subject. I think that reflects a tendency to ask only questions the routine solution for which has been taught. Essentially, we have gone from a situation where the teacher gave you a knife with instructions how to carve, to one where the standard tool is a pastry cutter.
What the government will make of this latest grenade lobbed into the mire of UK education policy, we will have to wait and see.
The mainstream press on this story:
Also interesting:
And in Telegraph, June 14 2011, this on ‘Pupils Should Study Maths to 18‘