Taking on Shackles: CSE in Physical Education

Summary

The introduction of CSE ¹ examinations in physical education has caused a lot of controversy amongst physical educationalists, but there has been little empirical work on the subject. This paper shows the recent general picture of the development of CSE examinations in physical education, and sheds some light on the reasons for that development.

The study reported here revealed that the number of CSE Mode III syllabuses was increasing at a substantial rate, CSE Mode I schemes were being introduced in some regions, and CEE courses and examinations had been developed. An interesting innovation is noted, namely that a proportion of the assessment in the examination was based on theoretical work in a subject which had, traditionally and hitherto, been a wholly practical subject in schools. The reasons for these developments are discussed in a theory centring on role satisfaction and status.

1. For the benefit of readers not well acquainted with the CSE, the Certificate of Secondary Education Examination was introduced in the summer of 1965 on the recommendation of the Beloe Report (1960) to meet the demands for an examination for pupils in the 20‐60 percentile range of academic ability after five years of secondary schooling. This new examination was a radical departure from the General Certificate of Education (GCE) pattern in that it was regionally based, norm‐referenced, and teacher controlled. It provided three different modes related to examination structure: Mode I — syllabus, methods of examining and assessment external to the school; Mode II — as in Mode I but assessment internal to the school with external moderation; Mode III — syllabus, methods of examining, and assessment internal to the school, subject to external moderation (Pearce, 1972).

In 1970 the Certificate of Extended Education (CEE) was introduced as an experimental examination with a similar structure to the CSE.

Notes

1. For the benefit of readers not well acquainted with the CSE, the Certificate of Secondary Education Examination was introduced in the summer of 1965 on the recommendation of the Beloe Report (1960) to meet the demands for an examination for pupils in the 20‐60 percentile range of academic ability after five years of secondary schooling. This new examination was a radical departure from the General Certificate of Education (GCE) pattern in that it was regionally based, norm‐referenced, and teacher controlled. It provided three different modes related to examination structure: Mode I — syllabus, methods of examining and assessment external to the school; Mode II — as in Mode I but assessment internal to the school with external moderation; Mode III — syllabus, methods of examining, and assessment internal to the school, subject to external moderation (Pearce, 1972).

In 1970 the Certificate of Extended Education (CEE) was introduced as an experimental examination with a similar structure to the CSE.