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'Nobody told George Orwell to hurry up': Student views on the evolution of GCSE assessment.

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Title: 'Nobody told George Orwell to hurry up': Student views on the evolution of GCSE assessment.
Authors: Daly, Aletia (AUTHOR), Woods, Kevin (AUTHOR), McCaldin, Tee (AUTHOR)
Source: Psychology of Education Review. Autumn2025, Vol. 49 Issue 2, p30-38. 9p.
Subjects: General Certificate of Secondary Education, Student attitudes, Mathematics, Evaluation research, Education policy, Summative tests, Questionnaires
Geographic Terms: United Kingdom
Abstract: Assessments for the General Certificate of Secondary Education (GCSE) are typically taken at the end of compulsory secondary education. They are considered high-stakes examinations because access to further education and employment is often dependent on performance at GCSE. Despite this significance, GCSE students have historically not been given opportunity to share their views on assessments. This UK-based research reports findings from part of a survey that explored the changes students would wish to make to the assessment of GCSE English, Mathematics, and Science. Areas of focus were informed by the researcher's preliminary research involving a focus group with GCSE students. Three-hundred-and-fifty-one Year 11 students completed an online survey. Open-ended questions were analysed using content analysis. Descriptive statistical analyses were completed on Likert-scale item data. Participants indicated different changes for GCSE English, Mathematics, and Science. The most prevalent desired change was for GCSE English examinations to be open book. The largest proportion of respondents indicated for Mathematics to stay as it is. For GCSE Science, the most prevalent responses were for several 'smaller' exams throughout the year and a combination of assessment types (e.g. exams with coursework and 'controlled assessments'). Frequency and length of survey responses demonstrates students' motivation to contribute to this area. Grounded in the student experience, this study offers valuable insights that contribute to broader discussions across schools, examination boards, and educational policy. [ABSTRACT FROM AUTHOR]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 'Nobody told George Orwell to hurry up': Student views on the evolution of GCSE assessment.
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  Data: Assessments for the General Certificate of Secondary Education (GCSE) are typically taken at the end of compulsory secondary education. They are considered high-stakes examinations because access to further education and employment is often dependent on performance at GCSE. Despite this significance, GCSE students have historically not been given opportunity to share their views on assessments. This UK-based research reports findings from part of a survey that explored the changes students would wish to make to the assessment of GCSE English, Mathematics, and Science. Areas of focus were informed by the researcher's preliminary research involving a focus group with GCSE students. Three-hundred-and-fifty-one Year 11 students completed an online survey. Open-ended questions were analysed using content analysis. Descriptive statistical analyses were completed on Likert-scale item data. Participants indicated different changes for GCSE English, Mathematics, and Science. The most prevalent desired change was for GCSE English examinations to be open book. The largest proportion of respondents indicated for Mathematics to stay as it is. For GCSE Science, the most prevalent responses were for several 'smaller' exams throughout the year and a combination of assessment types (e.g. exams with coursework and 'controlled assessments'). Frequency and length of survey responses demonstrates students' motivation to contribute to this area. Grounded in the student experience, this study offers valuable insights that contribute to broader discussions across schools, examination boards, and educational policy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190443772
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        Value: 10.53841/bpsper.2025.49.2.30
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              Text: Autumn2025
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