The debate over whether to abolish exams has been heating up, particularly against the backdrop of significant failures within the United Kingdom's education system. Recent criticisms of the Scottish Qualifications Authority (SQA) have drawn attention to longstanding issues with exam management and fairness, something many believe could suggest the need for broader reform.
Just last week, SQA officials were at the center of controversy after hundreds of students received blank certificates — not exactly the news you want your exam board to deliver. This incident is just one of many missteps from the agency, which has been under scrutiny for the past several years. Amid increasing calls for change, officials have claimed their promise to eliminate the SQA is nothing but what some have dubbed a "sexy rebrand." It’s hard not to roll your eyes at how change appears to only gloss surfaces without really addressing the underlying issues. From international trips to dubious grading practices, the SQA has been caught up in claims of incompetence, and students have suffered as a result.
Education Secretary Bridget Phillipson has echoed these sentiments, asserting there’s significant inequality baked deep within the English school system. After fourteen years of Conservative governance, she points out disparities not just between private and state schools but also stark regional differences. This kind of systemic inequality makes it even more pressing to reconsider how we assess student success.
What’s particularly concerning is the mental health of students caught up in this high-pressure exam culture. Academic results often dictate young people's futures, with their worth measured largely by grades alone. It's no surprise there’s rising angst and anxiety among students, especially when the stakes feel unbearably high. With universities implementing stringent entry criteria, more students are finding themselves squeezed out if they don’t hit the mark—a problem exacerbated for students from lower-income households who lack the resources or support to thrive.
The question arises: what can we use instead of exams? Alternatives like continuous assessments or purely coursework-based evaluations have their pros and cons. While some might argue they could lead to greater fairness, they may inadvertently favor students with more parental support or access to tutoring. Others suggest modular courses which allow for more gradual learning; still, these carry their own pressures. The debate continues about how best to create equitable assessment methods, which offer not just fairness but also educational integrity.
The flaws of the exam system became glaringly evident back during the pandemic when grades were assigned based on algorithms rather than actual student performance. Students saw marks reassigned based on historical data instead of their individual accomplishments, exacerbated by socio-economic inequalities. Such events crystallize the contention surrounding traditional exams and their justification within our society.
But, do we really need to abolish exams entirely? Some education experts argue not necessarily. For them, it’s not about scrapping exams but reforming them. Similarly, Sammy Wright, a teacher who authored Exam Nation, advocates thinking of exams differently—like driving tests or martial arts belts—ways to acknowledge competencies rather than rank students against each other. It's all about context and purpose, shifting the emphasis from competitive metrics to actual educational validation.
The discussion isn't just limited to Scotland; it extends to the entirety of the UK. A recent report indicated the gap between various student demographics—both regional and educational strata—has continued to widen. Phillipson, determined to address these issues, has signaled intentions to explore reinstatement of maintenance grants for poorer students, cut back by Conservatives years ago. This could open doors for many who currently feel economic pressures are blocking their paths.
Looking forward, educational policy reform seems unavoidable. The SQA is supposed to be replaced by 2024 with Qualifications Scotland, but many are skeptical about just how much this move will change things. The government has signaled it wants low-income households and marginalized communities to fare better, making promises of support and structural improvements. Whether these intentions translate to meaningful outcomes remains to be seen, but the urgency to address the plight of students everywhere is palpable.
Despite the strong push from officials for reform, some critics remain unconvinced. Various stakeholders, including teachers and union leaders, have reiterated concerns about vacuous statements without action. The calls for scrapping the English baccalaureate (EBacc) and integrating creative arts back could also speak to the need for broader curricular changes to improve both engagement and results.
So, as the pressure mounts around this issue, let’s hope real transformation happens, ensuring every student has equitable opportunities and support regardless of their background. Education should open doors, not present new barriers, and as the conversations around exams and reforms continue, it’s clear many stakeholders from various sectors will need to participate if we’re ever going to see the changes truly resonate.
