Krishnaswamy, V; Golding, J; (2019) The GCSE Mathematics saga… How is the reform implemented and does the assessment fit the purpose? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

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Abstract

Prior to 1988 young people in England were typically tracked for secondary mathematics education – the high achievers entered for ‘O level Mathematics’ and others for ‘CSE Mathematics’, which had a quite different focus. This was seen to be an undesirable situation and reform arrived with the ‘GCSE’ for all in 1988. 31 years later, what does the qualification mean for young people, teachers and employers today? Does it achieve what is intended? Mathematics skills are an important feature of any country’s education system. Does a grade 4 (pass) in GCSE Mathematics, for example, unequivocally assure the stakeholders of the acquisition of key valued mathematics skills? This presentation outlines the purpose of the current ‘transformational’ GCSE Mathematics and summarises recent studies of the qualification that evidence the extent to which that is being achieved. Analysis of student and teacher interviews and surveys, and examination performance data, reveals that some unintended consequences have arisen. Systemic obstacles to gaining effective mathematics skills are identified, and an exploration of alternative approaches to assessment is presented. Is it time to consider a transformation to the way we assess mathematics at this level, so as to support student outcomes more coherent with qualification intentions?

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