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 won’t be applicable where complex language or cultural knowledge is tested, such as in English and History, but it will be applicable in maths, science, and especially in scenario-style queries.
The Campaign for Real Education’s Chris McGovern called it ‘drivel’ that will ‘lower the bar’ on academic standards.
Ofqual stated that it was concerned by the psychological effect of difficult questions in the consultation documents.
This is especially relevant for papers that are designed to distinguish ability through the setting of both easy and difficult problems.
It said: ‘Placing more demanding tasks at the beginning of the assessment might demotivate some learners.
‘It might prevent them from fully demonstrating the required knowledge, skills, 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.
Ofqual stated in consultation documents it was concerned about the psychological impact of difficult question.
These could include photos or illustrations that aren’t necessary, the regulator stated.
In addition, 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 is not applicable to subjects that require complex language and cultural knowledge, such as English or history.
However, it will still be relevant in maths or science, especially for scenario-style queries.
Yesterday saw the opening of consultations on the proposed guidance. [Mon], will close January 24,
Natalie Arnett, senior equalities officer for school leaders’ union NAHT, said: ‘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.’