Re-sits undermining the A-level

Anastasia De Waal, 19 August 2010

Michael Gove has proposed scrapping modular A-levels and reverting to linear ones, in a bid to restore the ‘gold standard’. However both teachers and top universities have made clear that re-sits, not modular exams, are the major cause of grade ‘inflation’.

Discarding the modular A-level would be to throw the baby out with the bathwater.  Modular A-levels can be fit for purpose – in terms of learning and as indicators for universities – if re-sits are scrapped.

Extent and impact of re-sitting on overall grades

Results from a 2009 survey of 150 heads of sixth form, reveal the impact of re-sits on the devaluation of A-level grades:

• Extent: 71% of teachers who estimated the number of re-sits sat by their school’s last A-level cohort believed that over 50% did at least one re-take during their A-levels
• Impact: 69% of teachers who estimated the impact of re-sits, believed that over 50% of these students gained a higher overall A-level grade as a result of re-sitting

Improved grades reflect easier content

The bulk of re-sits are on the less challenging AS papers, rather than the more in-depth A2 papers. As such, overall grades are being boosted by performance on easier content – providing a potentially misleading picture of students’ grasp of the subject.

Cambridge University, which obviously has a vested interest in high calibre A-levels, has defended the modular A-level on the basis that AS results potentially provide invaluable information for universities. Cambridge’s position is also that it is the re-sit, not modularisation, which is currently threatening standards.

Re-sits: Misleading…

Universities are having to set their own tests in order to identify students’ true levels.

‘They [students] go to the wrong universities due to re-sits: if they re-take lots of times they bump up their mark but if they can’t even do an AS first time round how are they fit for university?’ Head of Sixth Form, West Midlands*

‘With re-sits you can get a much higher grade than otherwise. The downside is that far more students get As. It’s not good from the point of education, it’s repeating ad nauseam.’ Head of Sixth Form, London

‘There are now 200 chances to succeed – the question is why can’t they do it the first time round?’ Head of Sixth Form, South West

Re-sits: De-motivating…

One of the purposes of the modular A-level is to allow for continuous assessment and thereby continuous motivation. Re-sitting is seriously undermining this.

‘Getting rid of the opportunity to re-sit would make them work hard in the first place.’ Head of Sixth Form, Yorkshire and the Humber

‘If students didn’t have the ability to re-sit they’d take it more seriously. Maybe the option of re-sits gives students a false sense of security.’ Head of Sixth Form, London

‘If they couldn’t do re-sits students would work harder and do better the first time.’ Head of Sixth Form, London

Re-sits: Inequitable…

Re-sits are lining the pockets of the exam boards, with the cost for students potentially allowing schools with a more affluent intake to do more re-sits and therefore get better results.

‘The re-sits issue is not being addressed and it causes inequality as the better off can afford re-sits, if it’s down to the parents.’ Head of Sixth Form, South East

‘Re-sits are inequitable; there are financial implications with the re-sits, can they [students] stump up the cash?’ Head of Sixth Form, East Anglia

‘This school is in an affluent catchment area but in other schools the cost of re-sits may have a huge impact.’ Head of Sixth Form, South East

Keep modular exams, scrap re-sits

The benefit of the modular A-level is that it allows students to convey their knowledge and understanding of the course, a desired outcome, rather than their ability to perform in an exam. Spreading assessment over four exams moves away from the ‘sudden death’ element of having all the exams at the end of the two years. However, re-sits have led to a scenario where all too often the entire focus of the course is preparation for examination, turning grades into questionable indicators.