Playing the System: Incentives to 'Game' and Educational Ethics in School Examination Entry Policies in England

Autor/inn/en	Ingram, Jenni; Elliott, Victoria; Morin, Caroline; Randhawa, Ashmita; Brown, Carol
Titel	Playing the System: Incentives to 'Game' and Educational Ethics in School Examination Entry Policies in England
Quelle	In: Oxford Review of Education, 44 (2018) 5, S.545-562 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ingram, Jenni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1496906
Schlagwörter	Foreign Countries; Educational Change; Accountability; Qualifications; High Stakes Tests; Secondary School Students; Student Certification; Exit Examinations; Decision Making; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Verantwortung; Qualifikation; Qualifikationsstufe; Sekundarschüler; Schulzeugnis; Final examination; Abschlussprüfung; Decision-making; Entscheidungsfindung
Abstract	There has been a period of intense policy change involving GCSE examinations in England, proposed partly in response to schools using tactics to maximise performance against accountability measures. The reforms included a change to linear rather than modular entry, removing partial re-sits, and limiting early and multiple entry to examinations by changing school accountability measures. We present new empirical data from interviews conducted with senior teachers at 15 schools. The focus of these interviews has been in the English and mathematics departments; the first subjects to be examined in the new specifications. The data suggest that teachers acknowledge this practice of 'gaming' but only as something 'other' schools did. Whilst the reforms have now allowed for the system to be viewed as a more level playing field, teachers still describe a constant tension in the decisions surrounding examination entry. They describe the desire for a balance that is not just between school and student outcomes, but also between different outcomes such as motivation, performance, and engagement. Tensions arise between these outcomes when entry choices are being made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01