Abstract
There is mounting evidence to suggest that the examination process is assuming greater importance in young people’s lives. Economic change has intensified demand for academic qualifications. An emphasis on viewing young people in terms of outcomes related to future identity and their success or failure within this context involves substantial pressure on pupil self esteem as a result of performance in high-stakes testing. Yet little is known about young people’s views about the examination process and what success or failure means from the perspective of pupils. This article draws on findings from a study focusing on the significance of exam taking from the perspective of pupils, parents and teachers living in Scotland. Drawing on interviews with pupils, teachers and a survey of parents in two Scottish high schools, we begin to explore the exam process and its impact upon the lives of young people, their families and school communities.
Published Version
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