Business & Finance4 mins ago
A-level pass rates.
44 Answers
http://www.dailymail.co.uk/news/article-120781 5/A-level-results-2009-Pass-rate-rises-27th-ye ar-row.html
Some say that the exams are getting easier than they once were.
Others say that the youngsters are getting cleverer.
Whatever the reason, isn't it now time for A-levels to get harder?
If the driving test pass rates were to become as successful, they would soon introduce measures to bring down the pass rate.
Some say that the exams are getting easier than they once were.
Others say that the youngsters are getting cleverer.
Whatever the reason, isn't it now time for A-levels to get harder?
If the driving test pass rates were to become as successful, they would soon introduce measures to bring down the pass rate.
Answers
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The exams are not easier. More is now spent on teaching, and the methods employed are more sophisticated and successful.
However, with such an high pass rate, it may be necessary to fine tune the grading so that employers and further education establishments can see more clearly who are the best students.
The exams should not be made harder just to lower the pass rate. That would be grossly unfair.
The driving test rate is not moveable. It just means you have attained the minimum standard.
However, with such an high pass rate, it may be necessary to fine tune the grading so that employers and further education establishments can see more clearly who are the best students.
The exams should not be made harder just to lower the pass rate. That would be grossly unfair.
The driving test rate is not moveable. It just means you have attained the minimum standard.
Gromit
The exams are not easier. More is now spent on teaching, and the methods employed are more sophisticated and successful.
Tell me that that was a joke reply......do you really think that the Kids are cleverer and the standard of reaching is higher?
Tell that to many companies that employ these lads and find out that their spelling and grammar is abysmal.
The exams are not easier. More is now spent on teaching, and the methods employed are more sophisticated and successful.
Tell me that that was a joke reply......do you really think that the Kids are cleverer and the standard of reaching is higher?
Tell that to many companies that employ these lads and find out that their spelling and grammar is abysmal.
On breakfast telly last week thay produced exam papers for A levels and then produced some O level papers for the same subject from the seventies. Some of the questions matched especially in Maths/science type papers.
Of course they are getting easier. Anything that gets better every year for 25 years must be getting easier. FFS years ago three A's would get you into pretty much any Uni, now they hold seperate selection exams because every man and his dog has good grades.
Of course they are getting easier. Anything that gets better every year for 25 years must be getting easier. FFS years ago three A's would get you into pretty much any Uni, now they hold seperate selection exams because every man and his dog has good grades.
I take it your employer is happy with your standard of literact sqad.
the standard of reaching is higher?
From the National Literacy Trust (A UK Charity)
Many more children reach the expected level for their age in literacy than in 1997, before the introduction of the National Literacy Strategy. The key indicator, the percentage of pupils reaching level 4 (the level expected for their age) in national tests for English (reading and writing) at age 11, has increased from 63% to 78% in this time. In the mid-1990s just half of children reached the level expected for their age. Current literacy levels also represent a significant improvement in children's skills since the mid-20th century, since targets apply to all children, of all abilities and social classes, including those who speak English as an additional language.
However, most of the gains were made in the early years of the National Strategy, from 1998 to 2000, since when they have begun to level off. The 1999 result of 70% was an increase of 10 percentage points on the previous year and the 2000 result increased this again by a further 5 percentage points. The failure to continue the year-on-year increase in English was partially blamed on differing performances between boys and girls: in maths and science, boys and girls reach similar standards; in English, there is a marked gap, particularly in writing.
http://www.literacytrust.org.uk/About/FAQs.htm l#children
the standard of reaching is higher?
From the National Literacy Trust (A UK Charity)
Many more children reach the expected level for their age in literacy than in 1997, before the introduction of the National Literacy Strategy. The key indicator, the percentage of pupils reaching level 4 (the level expected for their age) in national tests for English (reading and writing) at age 11, has increased from 63% to 78% in this time. In the mid-1990s just half of children reached the level expected for their age. Current literacy levels also represent a significant improvement in children's skills since the mid-20th century, since targets apply to all children, of all abilities and social classes, including those who speak English as an additional language.
However, most of the gains were made in the early years of the National Strategy, from 1998 to 2000, since when they have begun to level off. The 1999 result of 70% was an increase of 10 percentage points on the previous year and the 2000 result increased this again by a further 5 percentage points. The failure to continue the year-on-year increase in English was partially blamed on differing performances between boys and girls: in maths and science, boys and girls reach similar standards; in English, there is a marked gap, particularly in writing.
http://www.literacytrust.org.uk/About/FAQs.htm l#children
gromit.....that reflects my typing weakness NOT my academic expertise.
I have read your quote and I am sorry to say that I cannot understand one word of it. Presumably it means, somewhere in the context, that children reach the "expected levels" in writing, sooner than they did previously.
Correct me if I am wrong.
I have read your quote and I am sorry to say that I cannot understand one word of it. Presumably it means, somewhere in the context, that children reach the "expected levels" in writing, sooner than they did previously.
Correct me if I am wrong.
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Dixie.....LOL
I remember when you were only allowed to take 3 A level subjects 4 were an exception. If you got 3 A levels that would guarantee a University place. Now they get 8 or 9 A levels !!!!
Sorry that this is anecdotal, but a friend of ours has a son who is intellectually challenged and left school at 16yrs old. He applied for a "university " place, was accepted and got a degree three years later.
Celebration, cap and gown, proud parents, award ceremony.....what is going on?
I remember when you were only allowed to take 3 A level subjects 4 were an exception. If you got 3 A levels that would guarantee a University place. Now they get 8 or 9 A levels !!!!
Sorry that this is anecdotal, but a friend of ours has a son who is intellectually challenged and left school at 16yrs old. He applied for a "university " place, was accepted and got a degree three years later.
Celebration, cap and gown, proud parents, award ceremony.....what is going on?
-- answer removed --
This is only from personal experience - I had a look at some of my 18 year old nephew's exam papers, and I even though I left school over 20 years ago, I thought they looked 'easy'.
I thought this because when I was at school, there was a much greater emphasis on learning by rote. Nowadays (and remember, this is just my experience looking at his papers, which were English, Art and Social Studies), the drive seemed to be all about comprehension.
I thought this because when I was at school, there was a much greater emphasis on learning by rote. Nowadays (and remember, this is just my experience looking at his papers, which were English, Art and Social Studies), the drive seemed to be all about comprehension.
Oh, one other thing - what I've seen from people I've interviewed at work (I work in a computer techie company), people leaving university absolutely cannot spell properly, but they are brilliant at problem identification/resolution.
This is great when you want people who can work without supervision, but horrifying when you want them to write up reports.
It's the whole your, you're and their, their thing.
This is great when you want people who can work without supervision, but horrifying when you want them to write up reports.
It's the whole your, you're and their, their thing.
-- answer removed --
Anyone who seriously thinks these continuing higher pass rates represent genuine improvements in educational standards, and that the goalposts aren't shifting is frankly delusional.
It's not just about easier exams. It's the league tabling of everything and the extra scrutiny on teachers, schools, universities coupled with more emphasis on coursework which has a tendency to force results upwards.
When I was at school they were quite happy to wite FAIL in big red letters on your work if it wasn't good enough. They were completely objective about it.
Nowadays every failure looks bad for the teacher, and looks bad for the school so everyone concerned jumps through all kinds of hoops to avoid having to fail anyone or give them a bad grade. It's easier to do this because it's not all about a final exam now.
I feel sorry for the kids to be honest because they're working as hard if not harder than they ever did, and then they have to put up with people questioning their efforts every year - it's not their fault the system's so corrupted.
It's not just about easier exams. It's the league tabling of everything and the extra scrutiny on teachers, schools, universities coupled with more emphasis on coursework which has a tendency to force results upwards.
When I was at school they were quite happy to wite FAIL in big red letters on your work if it wasn't good enough. They were completely objective about it.
Nowadays every failure looks bad for the teacher, and looks bad for the school so everyone concerned jumps through all kinds of hoops to avoid having to fail anyone or give them a bad grade. It's easier to do this because it's not all about a final exam now.
I feel sorry for the kids to be honest because they're working as hard if not harder than they ever did, and then they have to put up with people questioning their efforts every year - it's not their fault the system's so corrupted.
I'm not convinced that this is true.
But leaving that to one side we should really ask :
Why does it matter?
Providing that the Universities are happy that the level gives them enough discriminination (most though not all seem to be) why should it be important that only say 5% get an A rather than 25%
I get the feeling that at the root of the problem is older people who feel that their past academic acomplishments are being devalued.
I fell that this isn't about the achievements of the students but the egos of their parents
But leaving that to one side we should really ask :
Why does it matter?
Providing that the Universities are happy that the level gives them enough discriminination (most though not all seem to be) why should it be important that only say 5% get an A rather than 25%
I get the feeling that at the root of the problem is older people who feel that their past academic acomplishments are being devalued.
I fell that this isn't about the achievements of the students but the egos of their parents
I don't think the exams are easier in their content but it is certainly much easier to get good grades .
I think this is due to a lot of coursework which is previewed by the teachers (often handed back to improve ) before being submitted for external examination.
Students are allowed to take in calculators for Maths and text books for English Lit for instance.
We all know people can't add up or spell these days and the Universities have said that the students they get now are just not as good as they used to be.
I think this is due to a lot of coursework which is previewed by the teachers (often handed back to improve ) before being submitted for external examination.
Students are allowed to take in calculators for Maths and text books for English Lit for instance.
We all know people can't add up or spell these days and the Universities have said that the students they get now are just not as good as they used to be.
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