The way we measure education is an important but well-rehearsed debate. Each player knows their part, and the point at which an argument tips into wild accusations and a social media pile-on is nicely choreographed: start at a point of nuance and you can go on for some time courteously battling over the particulars of what a fair assessment system might look like, but kick off with a bold statement and the internet loses its mind immediately.
Having watched all this for several years now, I’m not sure how much more there is to say on it - or, at least, how much more that is genuinely novel or productive. As such, I’m increasingly less interested in the various arguments and more the reasons certain positions are held and the impact of the discussions on those actually sitting the exams - the primary and secondary pupils who have taken tests already this month and will be taking more in the next few weeks.
Too many opinions on exams are heavily rooted in context and experience rather than objective evidence. Our memories of our own exams heavily skew our perception of “fairness”, our situation - perhaps we have an anxious nephew or a high-flying niece - colours the seriousness with which we consider mental health and our values distort “evidence” to suit our purpose.
We enter into arguments as much to prove our world view correct, and to validate our own experience, as to “save children” from a fate we are opposed to.
This would be fine if it all happened in a vacuum, yet those taking the tests are not insulated from the constant barrage of opinions on something they have no choice but to partake in.
The anxious are told that the exams have nothing to do with their anxiety and those who are not anxious are told that they should be. Those who enjoy success are told their success is false; those who struggle are told the judgement is fair. All are left pondering whether there could have been - should have been - another way and, thus, an alternate path for better or worse that they could have been funnelled down.
I feel sorry for them.
At least for the exam season, surely they should just be allowed to get on with it without all this noise. The efforts of adults should be geared to supporting young people and validating their experience, to working out how to make the best of the situation, whether you agree with that situation or not.
For May, June and some of July, it’s not about us, after all: it’s about them. Sometimes, I look at social media and the news agenda, and it seems we have all forgotten that.
