 |
 |
 |
|
 |
|
 |
|
Early evidence from this year's returned English test papers at KS2 and KS3 strengthen the case for a more radical review than that which the government in currently proposing at KS1 (cf Charles Clarke's 'Excellence and Enjoyment'.) The National Association for the Teaching of English (NATE) have been concerned for some time about the validity, reliability and manageability of national tests at KS1 to KS3. The costs and consequences in terms of pupil and teacher motivation are now becoming increasingly worrying, particularly when so much store is set by palpably unreliable results. In a school with broadly similar year 9 pupils with broadly similar teaching 40% were awarded level 5+ last year and 90% this year. This might not have been so bad if the English teachers hadn't felt that this year 9 was marginally weaker than last. What is so frustrating is the amount of time and energy that teachers have to spend trying to rectify judgements that should never have been made in the first place. Elsewhere at KS2 there is certain evidence that although the marking of pupils' grammar exposes certain weaknesses, shifts of voice and structural patterning are under-rewarded, particularly for able pupils addressing restricted tasks. However, one of the ironies of the present system is that appeals against centralised judgements rely upon the overlooked professionalism of teachers who are making daily and more detailed judgements about pupils' progress. How can it be that teachers are trusted to look after so many intimate aspects of pupils' education, but given such low status in pronouncing on their strengths and weaknesses? Before things get any worse, we should build on teachers' professionalism and find better ways of encouraging and rewarding creative learning. All our children need a responsive and enlightened education - and we must have inspiring teachers prepared to stay in schools and teach our children. One solution would be to devolve some of the money currently spent on propping up an increasingly discredited centralised structure, to support and accredit the work of English teams and departments so that their judgements would carry more weight. This could be coupled with more responsive professional development focused on how different pupils learn. Learners need more time to reflect on why language is used, is valued and is changing; we must grow an educational system which feeds the soul as well as the economy, which questions the past and anticipates the future without being unduly restricted by economic and statistical appetites. These things are immeasurable - and that doesn't just mean they can't be measured - it means they're more important. Immeasurably important. NATE is keen to hear from pupils and teachers about their experiences not only of the national tests but also of what they find motivating and challenging in their broader diet of English. In partnership with other groups and associations, NATE will be holding conferences over the coming months to debate these matters and make recommendations. Any teachers wishing to participate in this debate should contact the website (www.nate.org.uk) and/or attend the annual conference 16-18 January 2004. Simon Wrigley Go
to LATE home page
|