Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level performance?

Abstract

There is no published empirically based research on the new GCE synoptic assessment. Consequently no published research has been undertaken on its role, how it is taught or how pupils are prepared for the assessment. Neither is there a published evaluation of the effectiveness of teaching the synoptic units. It is these issues which are addressed in the present study. One hundred and twenty-five chemistry teachers replied to a questionnaire about the teaching strategies that they used and how they prepared candidates for A2 assessments. The analysis of the questionnaire responses found that it is the type of assessment-coursework or examination-that closely corresponded with the teaching strategies, perceived learning outcomes and approaches to preparing pupils for A2 assessments. The questionnaire responses were merged with GCSE and A level results. A series of multilevel models were fitted to identify any relationship between relative progress from mean GCSE scores to A level unit results and the questionnaire responses. Only significant results are presented and discussed. The synoptic unit and another A2 unit were assessed by a traditional written examination. Teaching the latter unit separately to other units and teachers' question spotting related to lower relative progress from mean GCSE to A level examination results. For the synoptic unit, teachers' question spotting related to a lower relative progress from mean GCSE to unit marks. For this unit the following related to higher relative progress from mean GCSE to synoptic unit results: (i) the teachers using grade descriptors to inform their preparation of pupils for the assessment; (ii) including the whole of the AS curriculum in revision sessions. For the coursework, the following related to higher relative progress from mean GCSE to unit marks: (i) pupils doing worked examples or exercises; (ii) teachers using statistical information about examination performance prepared by an external organisation for their centre.

Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma*

“…Ultimately, then, for students the notion of 'predictability' as it plays out in the public dialogues was not one that they seemed to 'own'; they could see why perhaps policy-makers, politicians, media commentators might define it in the negative way that they do, but such definitions were not of immediate importance to them; in their every day experiences a degree of predictability was a positive aspect of examinations and one that is not, in all cases for all students, necessarily problematical. Whilst many of the studies on the impact of high-stakes tests suggest that some teachers narrow the curriculum for their students (Madaus, Russell and Higgins 2009;Greatorex and Malacova, 2006), this study shows that students narrow the curriculum for themselves. They are agentive in adjusting their learning behaviours and practices accordingly in order to both cope with the demands of highstakes examinations but also to do well.…”

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

“…Jones et al support that teaching on problem solving is shaped by, and for, the examination. Indeed, Greatorex and Malacova (2006) found that any coursework or examination is closely related to the teaching strategies. This said, research on interactive teaching practices and summative assessment should be synchronized in a realistic perspective to impact positively on educational systems.…”