Assessment reform: students’ and teachers’ responses to the introduction of stretch and challenge at A-level

Abstract

This paper describes an exploration into a reform of the A-level qualification in England in 2008; namely, the introduction of the ‘stretch and challenge’ policy. This policy was initiated by the exams regulator and determined that exam papers should be redesigned to encourage the application of higher order thinking skills, both in the classroom and in examinations. The present study comprised two strands that explored the perceptions of students (n = 39) and teachers (n = 27) regarding the degree to which the incorporation of opportunities for stretch and challenge in the new examination papers had been achieved, and the likely effects on teaching, learning and exam preparation. On the whole, students and teachers welcomed the stretch and challenge policy and there were some indications that changes to the design of question papers could have some positive backwash effects.

Keywords:

• curriculum
• implementation
• A-levels
• backwash
• education policy
• assessment demand

Notes

1. Assessment & Qualifications Alliance, EdExcel, Oxford Cambridge and RSA Examinations.

2. The Qualifications and Curriculum Authority (QCA) was legally superseded by the Office of Qualifications and Examinations Regulation (Ofqual) as the regulator in 2009. By then the QCA had become the Qualifications and Curriculum Development Authority (QCDA), which closed in March 2012 when the Department for Education took over its functions. Web content previously on the QCDA website will be held in the UK Government Web Archives (www.nationalarchives.gov.uk).