Difficult words should be removed from exams in equality drive to avoid ‘demotivating’ 生徒, 国民保険の引き上げは労働者に二重の打撃を与えるだろう
Exams should use simpler language and have hard questions at the end to avoid ‘demotivating’ pupils, Ofqual has said.
Plans to boost ‘equality’ say GCSE and A-level papers must not disadvantage diverse groups such as migrants.
The regulator also wants papers to avoid mentioning ‘contexts’ some pupils may be unfamiliar with, such as travel or social experiences.
A consultation paper published yesterday warned: ‘Placing more demanding tasks at the beginning of the assessment might demotivate some learners.’
Exams should use simpler language and have hard questions at the end to avoid ‘demotivating’ pupils, Ofqual has said
Chief regulator Dr Jo Saxton said exams should ‘enable every student to demonstrate what they know, understand and can do.
‘It is crucial assessments are as accessible as possible for all students’.
The advice will not apply where complex language and cultural knowledge is tested, like in English and history, but will be relevant in maths and science, particularly in scenario-style questions.
The Campaign for Real Education’s Chris McGovern called it ‘drivel’ that will ‘lower the bar’ on academic standards.
In the consultation documents, Ofqual said it was concerned by the psychological impact of difficult questions.
This is relevant in papers designed to differentiate ability through setting both easy and hard problems.
と言いました: ‘Placing more demanding tasks at the beginning of the assessment might demotivate some learners.
‘It might prevent them from fully demonstrating the required knowledge, 彼女は、BBCの絶賛されたドラマ「ラインオブデューティ」でDIケイトフレミングを演じたことで最もよく知られています。, understanding or behaviours in the remainder of the assessment.’
The documents also say questions should avoid ‘complex language’ and ‘uncommon words’ unless crucial to the assessment.
And they should not use source materials which are ‘longer than necessary’ or include ‘colloquialisms, idioms and metaphors’.
It also asks exam boards to avoid ‘abstract nouns’ such as ‘bravery’, sarcasm, and words with two meanings such as ‘present’.
Ofqual said ‘irrelevant features’ can disadvantage students by distracting them or hampering their understanding.
In consultation documents, Ofqual said it was concerned by the psychological impact of difficult questions.
These include unnecessary illustrations or photographs, the regulator said.
加えて, source tests must not contain ‘negative, narrow or stereotypical representations’ of particular groups.
They must also avoid referring to a ‘particular socioeconomic context’ if not relevant to the topic.
The documents say: ‘Unless the assessment construct requires otherwise, an awarding organisation should be sensitive to contexts that will not be equally familiar to all learners…
‘Contexts such as those related to particular types of housing, family arrangements, or social, travel or cultural experiences may advantage or disadvantage particular groups of learners.’
The guidance will not apply to subjects where complex language and cultural knowledge is being specifically assessed – such as English and history.
But it will be relevant in maths and science, particularly in scenario-style questions.
The consultation on the proposed guidance, which opened yesterday [月曜日], will close on January 24.
Natalie Arnett, senior equalities officer for school leaders’ union NAHT, 前記: ‘It’s important that Ofqual ensures it considers the range of learners and seeks to put in place proactive measures to address any disadvantage or differing impact they may face.’