Teaching to the test: science or intuition?

Abstract

Accumulating evidence indicates that Year 6 (Y6) teachers spend substantial amounts of time preparing pupils for the end-of-key-stage tests in science. However, we lack research evidence to say whether preparation for these tests is effective and, thus, preparation is less well-informed than it might be. As a first step towards evaluating effectiveness, this study set out to describe types of preparation for the science tests in 2001, and to explore patterns in different contexts. Data were collected via a questionnaire, sent to a random, stratified sample of primary schools. Analysis showed some consistency of practice, although variation existed in time spent on preparation, approaches to revision and resources used. Some outcomes were related to the background variables of attainment, size of school, composition of Y6 class and respondents’ professional responsibilities.

Keywords:

• national tests
• SATs
• revision
• test preparation
• coaching
• teaching to the test