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I'm A Headteacher. We Need To Completely Overhaul GCSEs

I'm A Headteacher. We Need To Completely Overhaul GCSEs
Dr. Nikos SavvasWe’re having the wrong conversation about GCSEs.While politicians promise to “reduce assessment volume” and exam boards tweak their grading systems, the huge opportunity of a national free education system is being wasted on millions of young people by preparing them for a world that no longer exists.The government’s upcoming review of education will consider making minor adjustments to GCSE assessment, focussing on a bit less volume here, a small tweak there. But these reforms miss the fundamental problem: we’re using an assessment method that actively undermines everything we know about learning, development, and what young people need to succeed in the modern economy.While it is important to focus on making GCSEs “less harmful”, given the volume of studies and reports from students and parents on the significant detrimental impact of exams on their mental health, the government is forgetting to ask whether training 16-year-olds to memorise facts and regurgitate them under extreme pressure serves any purpose in an age of artificial intelligence and instant access to information.What I find most strange is that in the world of work – the stage we, as educators, are focussed on preparing young people for – you are rarely required to sit an exam. Instead, employers want employees to problem-solve, collaborate with others and think creatively and critically. Yet traditional exams – which reward memorisation, go against a growth-mindset and pigeonhole students while they are developing – are still used as a way to test ‘ability’.  While we tinker with assessment volumes and grading methodologies, the world of work has undergone a fundamental transformation. Within our group we offer adult education and training, professional development and outstanding FE provision which means our employer engagement is exceptional. Through that work, I witness daily the disconnect between what employers desperately need and what our examination system continues to reward.What employees need The UK’s fastest-growing sectors: artificial intelligence, renewable energy, digital healthcare, sustainable agriculture, all don’t require employees who can memorise and regurgitate information under pressure. They need people who can collaborate across disciplines, think systemically, adapt rapidly to change, and solve problems that don’t yet exist. Yet our assessment system continues to prioritise the very skills that automation is making obsolete.Consider this: we’re assessing 16-year-olds using methods designed for a world where information was scarce and access to knowledge limited. Today’s students carry the world’s information in their pockets, yet we ask them to demonstrate their worth by recalling facts in isolation. It does not take an experienced educator to realise that students learn best when they collaborate with others, receive meaningful feedback, and are part of a supportive and positive learning environment. Traditional individual examinations offer no opportunity to test or qualify these attributes. But the uncomfortable truth remains that examinations are one of the cheapest assessment methods we have available to us. With a written examination, there is no requirement to fund an experienced and qualified assessor’s tailored one-to-one feedback or engagement in collaborative process to appraise progress.  So, what is the solution? Simply put, I believe we need to redesign the assessment system. To use an analogy: during swimming lessons, learning is delivered in progressive stages, with children practicing skills in a safe, controlled environment before trying them independently as the activity can be viewed as a life or death situation. Importantly, students only progress to the next level if they are completely ready. Why can’t learning in school be the same? There will of course be those who say that we still need some sort of assessment method because how else will universities be able to pick the brightest and best students? But at PhD level, often viewed as the pinnacle of academic education, students are assessed through a combination of written work and an oral examination. Surely this would help students properly prepare for the workplace, rather than sitting in absolute silence, pen and paper in hand, answering questions that test their ability to memorise facts? At West Suffolk College, we’ve been experimenting with alternative assessment approaches for several years through projects like the Extended Project Qualification (EPQs).When students engage in extended project work, collaborate on real-world problems, and receive ongoing feedback rather than summative judgement, something remarkable happens. They don’t just perform better academically; they develop resilience, creativity, and the kind of deep learning that traditional exams actually inhibit.I’ve watched students who struggled with traditional GCSEs flourish when given the opportunity to demonstrate their capabilities through sustained inquiry, practical application, and collaborative problem-solving. These aren’t students who “aren’t academic”, they’re students whose talents and intelligence don’t fit the narrow parameters of traditional examination.The upcoming government review represents an opportunity, but only if we’re willing to ask bigger questions than how to reduce exam volume. We need to ask whether high-stakes, non-referenced, memory-based assessment serves any legitimate educational purpose in the 21st century.The answer, based on everything we know about learning, development, and workforce needs, is clear: it doesn’t.What we need instead is the courage to design assessment around the capabilities young people actually need to develop, using methods that support rather than undermine their learning and wellbeing. Serving not to lower standards, but to move from a system that sorts students into predetermined categories to one that helps every young person discover and develop their unique potential.The question isn’t whether we can afford to make this transformation. Given the mounting evidence of harm from our current approach, and the urgent need for citizens capable of navigating an ever-changing future, the question is whether we can afford not to.Dr Nikos Savvas is Principal of West Suffolk College and CEO of Eastern Education Group.Related...I Hated School – Then Teachers Made An Observation That Changed My Life'I Don't Need To Listen To You': Female Teachers Are Witnessing A Rise In Classroom MisogynyThe 1 Question Parents Should Ask Teachers At The Start Of The School Year

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