I wholeheartedly agree with the questions we pose. Pupils and students are the best judges of a good education, yet they are often the last to be consulted. They say education is like Piccadilly Circus – if you stand there for long enough it will come back round again – this is what is happening with the current Government’s approach and it is deeply concerning and thoroughly depressing.
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Today a Sudanese woman who faced 100 lashes and execution for renouncing Islam and marrying a Christian was sentenced to death. She is also 8 months pregnant – angry? Then sign the petition by Amnesty for her immediate release – here.
So far I’ve looked at the systemic failure of our current system, explored some of the external and internal pressures demanding radical change, and suggested what that change might begin to look like. In this final part I’ll consider the influence of formal exams and the need for a different approach.
What you measure is what you get
There’s an old truth that what you measure is what you get, which is to say that examination systems can themselves introduce counter-productive bias. If you put a premium on narrow academic performance then you will skew the rest of the system around it.
This is not about dumbing down; quite the reverse. It’s about asking much more rigorously whether how we test is fit for purpose, which in turn means asking more seriously what the purpose is.
Consider this: if I was managing a call centre…
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