There’s a fairly fundamental flaw in the logic that says:
retaking a module of an exam devalues either the exam or the results.
Surely the opposite is true: that since a student has unfortunately failed a section of the exam:
a) that section was challenging and
b) having retaken the test, the scholar has met, and hopefully overcome, the challenge.
Indeed, it could be argued that more and not fewer modules ought to be set:
- Why not have an exams ladder, where a student studies at the appropriate level?
- What’s wrong with having units of work (cross marked between schools) which actually count towards the final result? &
- Why not enter students for an exam when they’re ready, rather than them having to wait until they’re 16?
What’s wrong with having a portfolio of grades adding up to an overall record of achievement?
Just wonderin’!
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It does seem like you have thought in a similar fashion, I think many teachers will have similar thoughts at some point in their careers, maybe in particular in light of recent developments.
A lot of educationalists are really worried about government thinking regarding education! You mentioned creativity and the EBac, which is a great concern too. I maintain that education really needs to be taken out of the hands of politicians, and given to the profession.