Achieving exam success


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PowerPoint identifying the criteria for improving exam results without creating additional work but by focusing on more effective teaching.

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Achieving exam success

  1. 1. <ul><li>Context - teachers don’t make a difference they make the difference </li></ul><ul><li>Context - effective teaching methods needed for high-stakes exams </li></ul><ul><li>Challenge – applying the “20 – 80 rule “ </li></ul>
  2. 2. <ul><li>What has the greatest impact on student attainment - the teacher or the school? </li></ul>
  3. 3. <ul><li>Teachers don’t make a difference they make the difference.... </li></ul><ul><li>Consequently as teacher’s we’re constantly pushed for time </li></ul><ul><li>Therefore as Petty (2006) argues teachers need to adopt the “20 – 80 rule” </li></ul>
  4. 4. <ul><li>Twenty per cent of what we do makes 80 per cent of the difference, so don’t work harder. Instead concentrate on the factors which make a tangible difference (Petty, 2004) </li></ul>
  5. 5. <ul><li>Utilising the 3 Es </li></ul><ul><li>Effective, efficient and efficacious teaching for high-stakes exams </li></ul>
  6. 6. <ul><li>In 2004 Ayres et al published results about the performance of teachers who over a 6 year period regularly achieved exam results which were in the top 1% nationally and their students did worse in other subjects </li></ul><ul><li>Ayres concluded teacher effects are substantively greater than school effects as did.... </li></ul>
  7. 7. <ul><li>Reynolds et al who found the variation between teachers in a school dwarfs variation between schools by a factor of 3 - 4 times </li></ul><ul><li>Other reviews conclude that teaching quality in comparable schools has 3- 4 times the effect on student achievement than resources, management systems, or the aims or policies of the school </li></ul>
  8. 8. <ul><li>Northedge (2003) argues exam success comes from effective teaching </li></ul><ul><li>But how do we as teachers, achieve exam success? </li></ul>
  9. 9. <ul><li>Strictly limiting your teaching to the required curriculum? </li></ul><ul><li>Focusing strictly on what is needed for the exam? </li></ul><ul><li>Spoon-feeding students to save time and effort? </li></ul><ul><li>Providing more detailed hand-outs? </li></ul><ul><li>Reducing whole class discussions? </li></ul><ul><li>Doing intensive practice exam papers/questions just before exams? </li></ul>
  10. 10. <ul><li>Not being overtly exam driven and being confident enough of going beyond or at a tangent to the curriculum </li></ul><ul><li>Appreciating the epistemology of your subject </li></ul><ul><li>Having a contagious passion for your subject </li></ul><ul><li>Regard class time as a precious resource for teacher/student interaction </li></ul><ul><li>Make extensive use of whole-class question and answer lessons (Socratic teaching) </li></ul><ul><li>Create high octane lessons.....continued </li></ul>
  11. 11. <ul><li>Create lessons structured around graduated challenge </li></ul><ul><li>Banning spoon-feeding and rarely giving out hand-outs </li></ul><ul><li>Teach in a non-threatening, democratic atmosphere where whole class discussions were common </li></ul><ul><li>Teach exam techniques and exam preparation as part of the learning process </li></ul><ul><li>Know exactly what exam boards want rather than what they think they want </li></ul>
  12. 12. <ul><li>“ We have done past questions but not actually mock papers. Is this is this the same thing?” </li></ul><ul><li>“ I have done a mock paper in (blank) subject but they never explained how to answer the questions like they do in (blank) subject” </li></ul><ul><li>“ We’ve done mock papers but that was 10 days’ ago and I still don’t know what my mark is” </li></ul>
  13. 13. <ul><li>“ I haven’t done any mocks in (blank) subject and the exam is next week” </li></ul><ul><li>“ We’ve not finished the course and the exam is soon and I’ve not seen a past paper yet” </li></ul>
  14. 14. <ul><li>With reduced contact time from September these issues could become more critical </li></ul><ul><li>So what can be done? </li></ul><ul><li>Some departments are already meeting the challenge innovatively...... </li></ul>
  15. 15. <ul><li>“ .....students have all been doing ‘exam style questions’ as starters ‘unknowingly’ since September! It’s the drip, drip, drip effect to success” </li></ul><ul><li>“ We give exam questions as each small part of the course is completed, even as early as September” </li></ul><ul><li>“ This year we deliberately set out to teach independent learning skills to the extent the kids taught themselves a whole section on their own so we could teach exam techniques and do more mock papers” </li></ul>
  16. 16. <ul><li>Northedge (2003) argued full scale mock exams were vital for exam success </li></ul><ul><li>As were the use of exam board marking schemes for marking mock papers </li></ul><ul><li>Along with sufficient time being dedicated to the completion of as many past papers as possible </li></ul><ul><li>Plus adequate time afforded to teach students how to access exam questions with the necessary confidence and clarity </li></ul>
  17. 17. <ul><li>provide unequivocal evidence of student progress from mock-result data </li></ul><ul><li>precipitates self-motivation and future time orientation </li></ul><ul><li>eliminates the sense of fatalism which can restrict attainment of some students </li></ul><ul><li>By </li></ul>