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Testing Times? Exploring How Pupils Reacted to 2020 COVID-19 GCSE and A Level Exam Cancellation

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Title: Testing Times? Exploring How Pupils Reacted to 2020 COVID-19 GCSE and A Level Exam Cancellation
Language: English
Authors: Francesca Mccarthy (ORCID 0000-0002-1986-2861)
Source: Teachers and Teaching: Theory and Practice. 2024 30(7-8):1056-1069.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, Exit Examinations, Standardized Tests, High Stakes Tests, COVID-19, Pandemics, Student Attitudes, School Closing, Educational Change, Evaluation Criteria, Measurement Objectives
Geographic Terms: United Kingdom (England)
DOI: 10.1080/13540602.2022.2098268
ISSN: 1354-0602
1470-1278
Abstract: This paper examines the reactions of English pupils who were preparing for GCSE and A-Level examinations to the 2020 exam cancellations resulting from the COVID-19 pandemic. In doing so, it addresses a gap in international research related to high stakes testing by presenting pupils' perspectives. It uses a Bourdieusian framework to explore the role that exams played within the everyday educational experiences of four secondary school pupils. I demonstrate that pupils displayed an exam-oriented habitus which both recognised and was critical of exams as part of the wider 'game' of education. The 2020 GCSE and A-Level exam cancellation disrupted this habitus, leading participants to critically question and challenge an exam-focused education system. With the current uncertainty regarding the 2021 GCSE and A-Level exams in England, this paper argues that listening to the voices of young people also has two implications for wider consideration. Young people are uniquely positioned to comment critically on the quality of education systems which focus on high stake assessment. Listening to such criticality realises the potential for equity, engaging with voices which have previously gone unheard.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440107
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/13540602.2022.2098268
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  Data: This paper examines the reactions of English pupils who were preparing for GCSE and A-Level examinations to the 2020 exam cancellations resulting from the COVID-19 pandemic. In doing so, it addresses a gap in international research related to high stakes testing by presenting pupils' perspectives. It uses a Bourdieusian framework to explore the role that exams played within the everyday educational experiences of four secondary school pupils. I demonstrate that pupils displayed an exam-oriented habitus which both recognised and was critical of exams as part of the wider 'game' of education. The 2020 GCSE and A-Level exam cancellation disrupted this habitus, leading participants to critically question and challenge an exam-focused education system. With the current uncertainty regarding the 2021 GCSE and A-Level exams in England, this paper argues that listening to the voices of young people also has two implications for wider consideration. Young people are uniquely positioned to comment critically on the quality of education systems which focus on high stake assessment. Listening to such criticality realises the potential for equity, engaging with voices which have previously gone unheard.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Exit Examinations
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Student Attitudes
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      – SubjectFull: School Closing
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      – SubjectFull: Educational Change
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      – SubjectFull: United Kingdom (England)
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