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Should we abolish GCSEs?

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  • Gill Wyness

    (UCL Centre for Education Policy and Equalising Opportunities, University College London)

Abstract

The Covid-19 pandemic and resulting disruption to schooling led to the Government cancelling GCSE and A level exams in 2020 and 2021, with 2022's exams also likely to be disrupted. The cancellation of GCSEs, in particular, has renewed debate around the value of high-stakes testing, and prompted some politicians, practitioners and commentators to call for their permanent abolition. The main objections to GCSE exams typically centre around two issues: 1) that high-stakes testing of this nature leads to narrowing of the curriculum with teachers having to "teach to the test" rather than provide a holistic learning experience, and 2) that high-stakes testing creates excessive stress for teenagers. Former Prime Minister John Major recently called for the abolition of GCSEs for these reasons, stating that "I have come to dislike these examinations due to the degree of stress and strain they impose upon students. Without the examinations, it would surely be possible to offer pupils a wider syllabus, providing a more rounded education."

Suggested Citation

  • Gill Wyness, 2021. "Should we abolish GCSEs?," CEPEO Briefing Note Series 14, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2021.
    • Handle: RePEc:ucl:cepeob:14
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    File URL: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn14.pdf
    File Function: First version, 2021
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    References listed on IDEAS

    as
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    2. Avraham Ebenstein & Victor Lavy & Sefi Roth, 2016. "The Long-Run Economic Consequences of High-Stakes Examinations: Evidence from Transitory Variation in Pollution," American Economic Journal: Applied Economics, American Economic Association, vol. 8(4), pages 36-65, October.
    3. Claudia Hupkau & Sandra McNally & Jenifer Ruiz-Valenzuela & Guglielmo Ventura, 2017. "Post-Compulsory Education in England: Choices and Implications," National Institute Economic Review, National Institute of Economic and Social Research, vol. 240(1), pages 42-57, May.
    4. Jake Anders & Catherine Dilnot & Lindsey Macmillan & Gill Wyness, 2020. "Grade Expectations: How well can we predict future grades based on past performance?," CEPEO Working Paper Series 20-14, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2020.
    5. Simon Burgess & Ellen Greaves, 2013. "Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities," Journal of Labor Economics, University of Chicago Press, vol. 31(3), pages 535-576.
    6. Eric A. Hanushek & Margaret E. Raymond, 2005. "Does school accountability lead to improved student performance?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(2), pages 297-327.
    7. Simon Burgess & Carol Propper & Helen Slater & Deborah Wilson, 2005. "Who wins and who loses from school accountability? The distribution of educational gain in English secondary schools," The Centre for Market and Public Organisation 05/128, The Centre for Market and Public Organisation, University of Bristol, UK.
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    Cited by:

    1. Oliver Anderson, 2022. "Walking the line: Does crossing a high stakes exam threshold matter for labour market outcomes?," CEPEO Working Paper Series 22-05, UCL Centre for Education Policy and Equalising Opportunities, revised Apr 2022.

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    Keywords

    assessment; age 16; high-stakes testing; examinations; wellbeing; coursework;
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