Using material from Item A and elsewhere, assess the view that gender differences in achievement

Item A:
According to Masden Pirie of the Adam Smith Institute, the modular courses and continuous assessment found in education today favour the systematic approach of girls as against the risk-taking approach of boys. Pirie argues that the old O level exam (replaced by GCSE in 1998), ‘with its high risk, swot it all up for the final throw…was a boys’ exam’. By contrast, GCSE, AS and A Levels, emphasise preparation and modules that can be worked on over time. This favours what Pirie calls the ‘more systematic, consistent, attention-to-detail qualities’ of girls. In his view, it is not laddish anti-school subcultures that explains why girls have now overtaken boys, but the examination system.

Using material from Item A and elsewhere, assess the view that gender differences in achievement are largely the result of changes in the education system. (20 Marks)