The article in last Saturday’s “The Guardian” Saturday magazine was of real interest to me, as it must be to many parents and students.

I can’t imagine not having had some form of testing to prepare for when I was at school. It gave me something to try for. I used to get nervous, really nervous. But, each time I also experienced the rush of relief when each exam was over. Maybe these rushes of different emotions are a good thing, physiologically? Afrer all, I’m sure that today, with exam results just released, there is for many students across the UK, much to celebrate.

I do think that a bit of nervous energy isn’t typically too harmful to most. In fact, it can be good for us to experience some exam nerves. After all, it helps to prepare us for other challenges in life. Children need to practice such a life-skill as this, otherwise we are doing them a disservice.

Anxiety Versus Exam Stress

A caveat is, of course, that there are many who do experience emotions that go beyond stress and tip into anxiety that can be debilitating. There was a good discussion on BBC Radio 2, only last week, which focused a light upon the difference between stress and anxiety. I think it’s good to appreciate the distinction (you’ll see the relevant part of the conversations by wizzing through the episode).

If this is an issue in your family, or personal experience, it is really important to speak with a Welfare Officer at the school or higher education institution, speak with your GP and perhaps obtain a referral to a mental health specialist.

Formal Assessments

I think teacher and author, Sammy Wright, is spot on when she says that; “(t)here are lots of other modes of assessment touted by educational reformers, and none is perfect.” I recall, when I was doing my undergarduate Arts degree, about 20 years ago, at university, many of the units of study had written assessment components that were required to be completed throughout the semester, as well as end of semester exams. Many students would disregard deadlines, ask friends if they could look at their assingments “for idea”, even pay someone to write an article. Plagiarism occurred regularly. This even happened when a researcher told students that their assignments were being specifically scrutinised for plagiarism as part of a study. True story!

In any case, assignments can be just as anxiety-provoking as exams. If it’s a mental health concern that provokes the question of whether we should abolish exams, then assessment tasks aren’t really the answer.

Sammy Wright goes on to state that; “one of the most compelling features of an exam-based syllabus, well designed and well taught, is that by deferring assessment to the end, it can cement understanding in powerful ways.”

The Role of Careers Guidance Counselling

I talk to school students from year 9 through to year 13 and to university students. There experiences all vary enormously, of course. However, what I do find compelling is the pride that a good grade can elicit. Some students begin by saying that they “hate” or are not doing well in a subject. Then, at the next meeting they might divulge that they “did better!” in an exam than they had expected. This can be an enormous boost to their confidence. Equally, if a client feels demoralised by a “bad grade”, I can talk to them about:

• how they’re feeling

• why they think it happened

• what they are doing that may have distracted then from their studies

• What strategies they use in other contexts that can help them with their resilience at this time

• what they might do differently

• who they might seek help from

These questions can be powerful in supporting progress and for coping skills in the future.

Exam Nation?

Finally, for now, I also agree with Sammy Wright, when she says that it isn’t exams that are the problem. It’s; “the way we use grades to assign social value”. This is not just an issue in the UK. This is also the case in other countries. I’ve lived and worked in Australia for many years and my own daughters were educated there. The title of Sammy Wright’s book, Exam Nation, perhaps has one think that we are, the UK is, THE Exam Nation. I’d say this is not true, but that’s a topic for another day.

To wrap up, I’d say that Career Development Guidance, as it’s referred to in the UK (Coaching is a preferred title in the Australian context) is key to supporting students who are struggling with the concerns that exams can and do provoke. For the reasons outlined in this short piece, ie the questions that can be explored, irrational beliefs that might be gently interrogated and the suggestions for future strategising, an impartial and independent professional careers practitioner may make all the difference. After all, if we can’t think of a better approach to assessment, I believe that exams are not likely to be abolished any time soon.

Contact me at [email protected] if you you have any questions.

https://www.theguardian.com/books/article/2024/aug/12/the-big-idea-should-we-get-rid-of-exam