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What is wrong with all examination?

Arran Cameron
During my secondary school years every GCSE subject had a coursework component. In 2007 coursework was dropped from maths making it all examination. In more recent years other subjects have gone all examination.


I strongly uphold the main GCSE subjects (English, maths, science, probably geography, history and RS as well) as all examination with no coursework, as I believe it to be the fairest method overall, although coursework components should continue for creative subjects including art, music, and D&T.


Whenever I state my view I get accused of being another Michael Gove.


I am aware that the Lib-Dems and the Green Party want to re-instate coursework for ALL GCSE subjects. Is this intelligent thought or just a whim of a liberal chattering class without any regard for students themselves or the desires of the silent majority?
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    David Houssein:


    The other problem with exams is that all it does it prove that you can perform within a snapshot of time. Coursework allows the time to properly research something, write it up and format it well, and then take some time to consider your conclusions, which is much more representative of the real world. 




    The truth of the matter is regardless of whether we have 100% examination, 100% coursework, or 50:50, the vast majority of the secondary school curriculum in the main subjects is irrelevant for everyday life in the real world and most employment. It's really an exercise in showing the world whether you can learn rather than learning something useful or relevant.


    Coursework has its merits if one wants to become a researcher - or possibly a journalist or a lawyer - but only a tiny fraction of school leavers ever become researchers and the figure isn't much higher for lawyers or journalists. In higher education where research is carried out and findings cannot easily be presented in a few short paragraphs under examination conditions then coursework has its place. In fact I'm a critic of large numbers of exams in engineering degree courses. However, for basic elementary knowledge in the main subjects at secondary school level then I believe that exams are the most effective method of assessment.



     

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    David Houssein:


    The other problem with exams is that all it does it prove that you can perform within a snapshot of time. Coursework allows the time to properly research something, write it up and format it well, and then take some time to consider your conclusions, which is much more representative of the real world. 




    The truth of the matter is regardless of whether we have 100% examination, 100% coursework, or 50:50, the vast majority of the secondary school curriculum in the main subjects is irrelevant for everyday life in the real world and most employment. It's really an exercise in showing the world whether you can learn rather than learning something useful or relevant.


    Coursework has its merits if one wants to become a researcher - or possibly a journalist or a lawyer - but only a tiny fraction of school leavers ever become researchers and the figure isn't much higher for lawyers or journalists. In higher education where research is carried out and findings cannot easily be presented in a few short paragraphs under examination conditions then coursework has its place. In fact I'm a critic of large numbers of exams in engineering degree courses. However, for basic elementary knowledge in the main subjects at secondary school level then I believe that exams are the most effective method of assessment.



     

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