Recent stories in England over the conduct of certain exam boards should not come as a surprise. The results-driven agenda of modern education is the real story here. While a 'good education' aims to develop people of faith, culture, wisdom and discernment, it sits alongside and within a broader attainment culture which seems to idolise exam results. Understandably, parents and schools often pull out all the stops in this drive for results: parents, because they wish their children to get the grades which lead to a good university degree and the prospects of well-paid employment; schools, because it suggests that they are doing their job well and avoids awkward questions from prospective parents and government inspection regimes.
It would be unwise to call for the end of exams. What is needed is a broader educational reform which allows those with genuine academic ability to shine. Rigorous exams will always be part of this system. What needs examining, however, is not the candidate's 'recall of facts' but the ability to move beyond the narrow confines of learning outcomes (intended or otherwise) and pre-determined success criteria in order to discuss and explore ideas from an informed position.
It will be interesting to see how the English exam system moves on from here.
