Review of “Exam Nation” by Sammy Wright – a study of testing times

Sammy Wright’s book arrives at a poignant moment. The recent triumph of a progressive party and the ousting of a government known for politicizing education call for deep introspection about our schools’ current state.

Wright takes us through the history of English education, its ties to social classes, and the prevalent exam culture. This exploration is enriched by anecdotes from his 21-year career, providing a critical analysis of existing issues and potential solutions. Sadly, it also reveals the depths of our educational crises and the challenges any government would face to implement substantial reforms.

The narrative begins with the Covid pandemic, a pivotal moment when schools closed, and exams were canceled for the first time in recent history. This upheaval dismantled conventional metrics of assessing both individual and institutional success, exposing our reliance on superficial judgments.

Without the traditional exams, the burden of assessment fell on teacher-assigned grades and the schools’ recent performances. This ad-hoc system yielded shocking results, leaving many children and parents distressed.

The pandemic also spotlighted an exam framework that inherently sets a certain number of students up for failure to allow others to succeed. This system often benefits those from more affluent backgrounds, exacerbating social inequalities.

Wright points out an observation many didn’t consider: the emotional trauma children faced from losing social interactions and adapting to home learning, often in difficult circumstances. While this was a new reality during the pandemic, many children face similar challenges even in normal times, yet are expected to compete with more privileged peers.

In such situations, schools become somewhat miraculous entities. Wright describes them as places filled with “care, commitment, skill and love,” going beyond mere knowledge dissemination. Schools build social relationships, nurture characters, and foster community health, often requiring teachers to take on roles akin to social workers and substitute parents.

Despite these efforts, we reduce all this value to ranking students within a narrow, competitive system with lifelong implications. Students recognize this, understanding that the system favors those at the top, leaving the rest behind.

What could be different? Wright does not advocate for eliminating exams entirely. He suggests they should be part of a rigorous education system but not the ultimate measure. For instance, replacing traditional subject-based GCSEs with a more comprehensive General Certificate of Secondary Education could be considered. This includes personal development, enrichment activities, and work experience, akin to the baccalaureate qualifications offered in many other countries.

Wright also proposes several changes to make schools more inclusive. Among these are imposing taxes on private schools to fund public education, reforming Ofsted, and providing better alternative provisions for children facing exclusion.

Two critical datasets should alarm new ministers. The attainment gap between low-income students and their wealthier peers is the widest since 2011. Furthermore, school absence rates remain significantly higher than pre-pandemic levels. In some families, the school-home contract has deteriorated, making schools areas where disadvantages are reinforced instead of challenged.

The newly elected Labour government offers some promising, albeit modest, reform proposals. However, Wright’s “deep fear that the system only speaks to the winners” underscores the necessity for far-reaching changes.

Source: The Guardian