Why do we count in 4s in England?
As a former maths teacher who chose to work in #FEmaths I think we may need to look at assessment at age 16.
I give the analogy of a pilot in my book.
A pilot proves knowledge has been acquired and retained on key aspects of flying in an exam. But to fly a plane commercially they accrue hours of competency. They evidence, over time, how they apply this acquired knowledge. They progress in their roles held in a hierarchical structure with flying hours a key part.
When I think about assessment in England, we assess at 16 a whole course approach and those who don't achieve the desired grade 4 are immediately affected for the rest of their lives.
Imagine a student who achieved a grade 3 in maths but 7s in all other subjects. They gain 4 A levels (not in maths). Go to university and achieve a BA. They do an MA and then decide to get a job.
The first qualification that is often required is a grade 4 in English and maths. The rest of this students brilliant study doesn't get taken into account unless that grade 4 is there.
The 4 is what counts.
Sure the student can re-sit alongside other study but the point is, we place all our emphasis on this assessment designed for students aged 16.
What were you like at 16?
We don't take into account experience, skills, evidence of learning over time.
We count in 4s.
I say this having taught an adult who worked as a healthcare assistant in a hospital, during covid, who wanted to be a nurse. They re-sat maths 6 times. They earnt a healthcare assistant wage for the 6 years of re-sits they took. They gained vast care and medical experience in that time. The year of covid they passed maths and immediately began a nursing qualification. Upon completion all the years experience were recognised and they entered nursing at a higher band salary than would be usual.
The experience counted but only after we counted in 4s.
So I come back to the pilot example, yes a skills test of the basics. Then a process of evidencing learning over time, applying the subject to real life, showing what you know in a variety of non exam ways. Sounds like a good maths course for 16-19 years olds, no?
These are not our decisions to make but we can raise our voices and show how we think change would deliver better for our students.
We need to stop counting in 4s.
This analogy and other arguments for disruption are in my book which is raising funds for charity. It is also available as an audio listen along version as well. Info at www.whatthetrig.co.uk
