The Trend of Modern Examinations in Schools

THE TREND OF MODERN EXAMINATIONS IN SCHOOLS The more old-fashioned examinations were predominantly an audit of fact. Certain specific facts, data or formulae had to be mastered, and the pupil was examined on these. But for many years we have been moving in the direction of testing capacity as well as mere knowledge, and not merely capacity for dealing with specific subjects, say English or arithmetic, but also gen eral ability as such. Here, no doubt, the more advanced of our examiners, especially those dealing with younger children, have been influenced by the modern psychological theory that each in dividual possesses a certain degree of general ability, and that this is capable of being measured and tested.

At the same time, the unsuitability of numerous examinations for pupils under i6 has been recognized, so that to-day out of the multiplicity of examinations with which the schools were formerly burdened, there are now only three definite types of school examinations recognized by public authorities in England, each of which possesses a clear aim and perspective : (1) A com petitive admission examination for children of i 1, success in which procures admission, sometimes with pecuniary privileges, to secondary or central schools. (2) A general school examina tion for children of 16 or 17, success in which indicates that the pupil has profited reasonably well by a course of four or five years in a recognized school, or, in the case of having attained a higher prescribed standard, has qualified for entrance into the university (matriculation). (3) A higher school examination in a fewer number of subjects, combined in courses open to pupils who have passed matriculation, and taken normally two years of ter the latter.

The competitive admission examinations are conducted by the local education authorities, each for the children in its .area, for admission into its own higher schools, whether as "scholars" or "free-placers." The school examinations are conducted by a university authority, and have no territorial limitation. By a historical accident since the general school examination has grown from the matriculation examinations of the several uni versities, the first, or general school examination is complicated by the specific requirements for university entrance and is not entirely a general examination.

Competitive Admission Examinations.

The competitive admission examination aims at filling a small number of school places from a large group of children of a definite age. It usually comprises papers in English and arithmetic treated quite gen erally. The fact that success is limited to the best few of the competitors means that the element of chance affects but slightly the composition of the final list of successful candidates.

General School Examination.

The general school examina tion suffers from limitations due to its university origin. Rightly enough the matriculation examination prescribed papers and a syllabus which the particular university considered would secure students prepared to profit by the courses which the university provided. With the increase in the number and scope of uni versity facilities the matriculation examination was widened and made more general. At the same time the "local" examinations of Oxford and Cambridge, and the similar examinations of London, provided tests of a more general character suited in some fashion to the work done in the secondary schools and suited further to furnishing candidates (who fulfilled certain more rigorous regu lations) with a qualification that could be accepted for matricula tion. The schools were not compelled to submit candidates for any of these examinations. In combination the whole was an "omnibus" attempt at providing matriculation certificates and school-leaving certificates. Subsequently, it became obligatory for the schools to present for the general school examination, which was developed from the "locals," the whole of the mem bers of a form, in order that the general school certificate might be a school-leaving certificate, and the general school examina tion became an integral part of the education system of the country. It was laid down that the certificate examination should be such that an average scholar who had steadily pursued the regulation course in an approved secondary school should pass. This probably meant that half the candidates should obtain certifi cates. Obviously, the percentage who should pass should be fixed by the central controlling authority, yet it is doubtful whether 5o% is not much too low a proportion. Either the schools are not satisfactory when only half their pupils can be certified as satisfactory products, or the certificate examination is too severe a test.

The general school examination purports to be a general test of average pupils of an average secondary school. Stress is laid naturally upon English and arithmetic as the two general sub jects of examination. In addition to these two subjects others are prescribed and by a slow process of release from the university traditions the examination is being widened so that subjects which are taught in an approved school may count equally with each other in the examination. Freedom is being gradually achieved. The domination of Latin, the presumed absolute neces sity of mathematics, the limitation of science to physics and chemistry, have gradually been abrogated and the claims of girls to different treatment from boys are receiving recognition. There is a notable movement, made especially in the interests of girls, to secure the recognition of the arts and crafts as adequate alter natives to the more definitely academic subjects of examination. From the earlier position when the examination controlled the teaching in the schools, gradual progress is being made towards the ideal that the examination shall mirror the school curricula, though we are still far from the ideal that each school should be examined on its own curriculum. The examination papers have changed ; the number of examination subjects have been notably increased and the character of the papers has been altered. Formerly the paper in any subject aimed at discovering whether candidates were fitted to pursue their studies further in that sub ject ; now the paper rather aims at finding evidence that the can didate has reasonably profited by an approved course of study in school of that subject, and advocates are not lacking of the opinion that the "pass-mark" in each subject should be such that 70% or, even 8o%, of the candidates should pass. It is held to be a fault of a school-leaving examination system that out of children who have been reasonably assiduous in their study of a subject, not more than 5o to 55 can pass the examination therein. Little by little the general school examination is be coming really general and the examination papers are gradually approximating to general tests of ability in specific media of thought. No longer does the examination paper test for a mini mum quantum of information; it now attempts to discover gen eral ability to think and act within the realms of knowledge of a small number of subjects in which the candidates have acquired reasonable facility in school.

Coincident with, and contributing to this development, con siderable improvement has taken place in the technique of examin ing. Syllabuses have become less detailed and freedom has been given the schools to submit their own syllabuses for approval and subsequent examination. The examination papers themselves are now regarded as the most potent factor in the system, and the composition of the paper, the character of question used, the balance of the whole paper in relation to the average teaching in an average school, each receive careful attention. Boards of moderators revise and approve the papers suggested by one or two examiners. But it is still doubtful whether, in spite of material difficulties, more scope should be given to testing the pupils orally, and whether the teachers should not be directly represented on the body of examiners.

The Higher School Examination.

This examination marks the final stage in specialization at school. It has been greatly improved from its original form, but further elasticity is needed. Some people think it should take the place of the matriculation and serve as entrance to the university, thus liberating the school leaving certificate from any connection with that examination. This would, however, involve grave difficulties. The whole nature of the examination would probably have to be modified and con sideration would still have to be taken of the fact that for many candidates who are not going to the university, it serves first and foremost as a final test of their school studies. It is worth noting that State scholarships are awarded on the results of this examination; they are, therefore, indirectly of the nature of a competitive examination.

Much of the improvement in the technique of examining is due to the work of the secondary school examinations council. In the traditional English manner, inspectors of the Board of Education conduct enquiries into the way in which school examina tions are conducted, and pass on from one team of examiners to another, and from one authority to another, the best methods of examining which they discover. Almost equally potent for good has been the action of the Civil Service Commissioners in adjusting their tests to favour modern methods of teaching. There is no definite attempt to train examiners who drift into examining by accident, learn their methods by experience, and only rarely pay any attention to the principles which are at the basis of all sound testing; consequently, there is room for yet further improvement. The Public Schools Common Examination.—It is worth noting here that entrance to the public schools (q.v.) from the preparatory schools (q.v.) is obtained by passing the so-called common entrance, which has replaced the separate entrance ex aminations formerly held by each individual school. It has lately come in for a severe criticism. It is alleged to lead to an undue study of Latin in young boys to the detriment of subjects like history, geography and the mother tongue while the papers in these latter subjects directly encourage the mere acquisition of a jejune and desiccated information, being in fact rather an audit of memory work than a test of capacity. Further, owing to the limited number of places available in the schools, the examination is tending to become really competitive and so necessitates cramming. Various substitutes have been proposed—recommenda tions by the preparatory heads, interviews, increase of public schools, or of schools directly attached to them, the last of which, apart from possible evils of inbreeding, seems possible. Mention may also be made here of the examinations of all Colleges of Preceptors taken by the private schools (q.v.) .