Exam Scores Research Articles

REBT Approach Group Counseling Against Student Academic Anxiety

The problem that students often experience is academic anxiety. Symptoms of academic anxiety raised by students include: worrying about not being able to complete assignments according to the collection period that has been carried out and anxiety if they get unsatisfactory end-of-semester exam scores. These symptoms arise due to students' irrational beliefs. Group counselling of the REBT approach in its focus is to transform individual irrational beliefs into rational ones. Group counseling using the REBT approach can be carried out on students whose goal is that after participating in group counseling service activities, students can feel more relieved, have better conditions, and they can understand how to control the academic anxiety they experience. With this goal, REBT group counseling is considered effective in overcoming students' academic anxiety.

An Empirical Study on the Learning Outcomes of Vocational Students in A Smart Classroom

Background and Aim: Smart Classrooms, as a form of rich-media learning environments, were increasingly being implemented and utilized. This study aimed to investigate the impact of Smart Classrooms on learning outcomes by examining 133 first-year vocational students from a vocational college in Yunnan Province, China. The research focused on an applied writing course and compared Cognitive, Behavioral, and Affective learning outcomes between the SEEWO Smart Classroom and traditional classrooms. Materials and Methods: In this study, 133 current vocational students participated. The participants were divided into two groups: a control group and a treatment group. The control group was taught in a traditional classroom while the treatment group was taught in a Seewo Smart Classroom. After a 10-week applied writing course, the course was evaluated using the course evaluation scale that had been used in the college for many years. This evaluation explored cognitive learning outcomes, behavioral learning outcomes, and affective learning outcomes in terms of final grades, classroom behavioral performance, and student course scoring. Results: Students in Smart Classrooms showed significant improvement in final exam scores, enhancing Cognitive learning outcomes. Behavioral outcomes, including participation and attendance, also increased. Student feedback favored Smart Classrooms over traditional settings, with no significant impacts from gender, age, or admission methods observed. Conclusion: Smart Classrooms notably enhanced Cognitive and Behavioral learning outcomes, indicating improved student performance and engagement. Positive student feedback underscores their potential to enhance educational experiences and outcomes compared to traditional classrooms.

A new solution to an age-old problem

Feedback is an essential component of good teaching that can help students to understand how they can improve their performance (Sadler, 2009). However, feedback often reaches students too late in their learning process to make such guidance actionable, failing to promote dialogue between students and teachers. Historically, and according to a long study in Australian universities spanning over two decades, feedback has been an area of low student satisfaction (Baik et al.,2015). According to a major national poll in the UK, student discontent with feedback is a major concern for most UK higher education institutions (Deeley et al. 2019). Similarly, in the UK, Murphy and Cornell (2019) and Evans (2013) found a misalliance between what students expect and what is provided in feedback. In this study, I explore the effect of an innovative synchronous approach to delivering students’ timely, actionable feedback called ‘FastFeedback Questions’ (FFQs) (Elnashar, 2018). FFQs are a formative feedback tool that places focus questions within each PowerPoint slide, which are projected but not in slide show mode, so students can see the questions beside the content. Students receive a version of the slides without answers before the lecture. During the lecture, the instructor engages students interactively with the questions, verifying answers in real-time on the slides. Through a structured, guided process, students engage in critical reflection on the knowledge and skills they have acquired. They are encouraged to assess the quality of their current understanding of the material introduced in lectures and are shown how their progress aligns with expectations. By identifying gaps between their present state and where they need to be, students are supported in developing their evaluative judgment, equipping them for future learning opportunities. (Tai et al. 2018). Integrated Systems Anatomy and Physiology (ISAP) is a complex subject delivered across a large, multi-campus, number of students (n) = 650, where students must comprehend and remember concepts and techniques within a mass of detailed content (Hattie, 2012). FFQS were used in ISAP after modification to suit this cognitive recall unit where a slide of information was followed by a slide of focus questions. This study used a cross-sectional survey design (Creswell, 2019) to understand whether the FFQ method is effective in an online lecture. Measures include pre and post student satisfaction data (from the university-wide standard survey; questions relating to feedback), pre and post exam scores, a student questionnaire (n = 79) with supplementary three focus groups. Ethical approval for the study was granted by the participating University’s HREC. Findings indicate that the students were more engaged and motivated to answer the FFQs. Furthermore, FFQs increased the student final exam mark by 10% on average. From the questionnaires, students reported that the FFQs assisted their understanding, and motivation to reflect on learning. From the focus group, students reported that FFQs increased their self-confidence when their responses to the FFQs were correct, and they recommended FFQs be used in other units. Future studies on FFQs in additional units are planned over several years to understand if they are relevant to other STEM content, and to explore if FFQs produce similar outcomes.

Empowering Student Engagement and Academic Achievement in Physical Education Classes After COVID-19: Integration of Three Teaching Models

This study aims to analyze the effects of tactical game model (TGM) and peer teaching model (PTM) in increasing student engagement and academic achievement. The true experimental method with a 10-week randomized controlled design was adopted in this study. 54 students were allocated into experimental class 1 (TGM, n = 18, 19.60 ± 1.17 years), experimental class 2 (PTM, n = 18, 20.00 ± 1.05 years) and control class (traditional, n =18, 19.40 ± 1.43 years). The instrument in this research used the student engagement questionnaire to assess student engagement in PE classes, while semester exam scores were used as academic achievement instruments. The results of the Student's paired t-test, we observed that participants in TGM, PTM and CC experienced significant differences from pre- to post-test scores on student' engagement and academic achievement (all, p < 0.05). Meanwhile, the results show that there is a significant effect of time, group and time*group interaction on student' engagement (all, p < 0.05), and academic achievement (all, p < 0.05). Conclusions: Thus, we highlight the application of TGM and PTM in PE classes is important to improve students' levels of engagement and academic achievement.

The Value of a Higher ACT Exam Score

The Value of a Higher ACT Exam Score

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses

AbstractThe rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper‐level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%–76% of students voluntarily accessed the modules, with average engagement times of 5–8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real‐world scenarios. Comparison of exam scores revealed a 6%–10% improvement in performance on module‐related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well‐designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.

Medical students as teachers: impact of peer-led teaching sessions on NBME exam performance

Introduction/BackgroundPeer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact on attendees, especially concerning NBME-style examinations, remains underexplored.MethodsThis study analyzed de-identified data from 67 first-year medical students at Kirk Kerkorian School of Medicine, divided into PLTS attendees (study group) and non-attendees (control group) based on session participation. Data were collected before two NBME examinations, with attendees defined as those attending at least five Peer-led teaching sessions. Academic performance was measured using NBME Customized Assessment Services (CAS) exam scores. Statistical analyses, including p-tests, chi-square, and t-tests, assessed differences in performance and potential biases based on MCAT scores, first-generation status, and socioeconomic background.ResultsThe study group initially had 26 students, and the control group had 31 students. Post-first examination, the study group adjusted to 22 students, and the control group to 35 students. MCAT scores and demographics showed no significant differences between groups. The first examination revealed a significant higher score in PLTS attendees’ scores (4.28% increase, p = 0.036), indicating a positive impact of PLTS on basic science knowledge. The second examination on organ systems physiology showed no significant difference (p = 0.722).DiscussionPLTS effectively enhance foundational science understanding but may be less impactful for advanced topics. The diminishing effect may result from increased use of diverse study resources and adaptation to medical school. Future research should explore long-term benefits, optimal implementation strategies, and the impact of instructor quality and engagement. Therefore, the overall conclusion is that PLTS positively influence NBME-style exam performance in early medical education, but benefits decrease over time.

Unveiling the Dynamics: A Mixed-Methods Exploration of the Interplay Between Foreign Language Enjoyment, Risk-Taking, and Oral Corrective Feedback Preferences in English as a Foreign Language Classrooms

This exploratory mixed-methods study examined the relationships between foreign language enjoyment (FLE), risk-taking (RT), and oral corrective feedback (OCF) preferences among learners of English as a foreign language (EFL). Employing a triangulated research design, the study integrated quantitative data from a structured online questionnaire with qualitative insights from semi-structured interviews and reflective journals. The sample consisted of 523 Saudi students enrolled in a one-year preparatory program at a major public university in Saudi Arabia. The findings indicated a significant positive correlation between FLE and RT, which suggested that greater enjoyment in language learning was associated with increased willingness to engage in linguistic RT. The results also showed that the learners had moderate preferences for all types of OCF, with no single predominant method. Additionally, the study revealed that the learners’ preferences for specific types of OCF significantly influenced both their enjoyment and RT behavior. Gender differences were observed not only in FLE and RT but also in the OCF preferences, with the female learners exhibiting a stronger inclination toward interactive and participatory feedback forms. Furthermore, the study underscored the significant impact of FLE on English language proficiency, thereby affirming that greater enjoyment correlated with higher exam scores. The study offers pedagogical recommendations derived from its findings aimed at improving both the experience and outcomes of language learning. Received: 30 May 2024 / Accepted: 31 August 2024 / Published: 05 November 2024

Impact of a 2-week flipped classroom virtual neurology clerkship versus a traditional 4-week rotation on NBME shelf exam scores

ObjectiveThere is conflicting evidence whether decreased clerkship duration is associated with reduced NBME shelf examination performance. We hypothesized that scores would remain stable for students in a shortened 2-week flipped classroom-based virtual rotation as compared to the traditional 4-week Neurology clerkship.BackgroundThere is conflicting evidence whether decreased clerkship duration is associated with reduced NBME shelf examination performance. We hypothesized that Neurology shelf exam scores would remain stable for students in a shortened 2-week flipped classroom-based virtual rotation as compared to the traditional 4-week Neurology clerkship with direct patient care supplemented by didactics.MethodsThis is a retrospective observational cohort study. In April 2020, the neurology clerkship at Rutgers Robert Wood Johnson Medical School switched from a traditional 4-week in-person clinical rotation supplemented by didactics to a 2-week flipped classroom-based virtual-only curriculum decoupled from a supplementary 2-week in-person clinical rotation to be completed later. Students were offered the opportunity to test after the 2-week virtual curriculum. NBME shelf scores for these “exam before clinical rotation” (EBC) students over the final quarter of the academic year 2019–2020 were compared to those of the “exam after clinical” (EAC) students undergoing the 4-week traditional rotation from July 2018 to March 2020.Results321 students completed the shelf exam between July 2018 and June 2020, of which 284 students comprised the EAC cohort and 37 students, the EBC cohort. Mean scores did not differ between the EBC and EAC cohorts (81.8 ± 6.7 versus 81.8 ± 6.5, p = 0.96). Additional analyses showed no significant differences in the performance of EBC students as compared to the EAC students that tested within the same academic year 2019–2020 or within the matched quarter of the prior academic year 2018–2019, and students completing the virtual rotation who delayed testing after the clinical experience.ConclusionsTesting after a 2-week flipped classroom-based virtual curriculum in Neurology without additional clinical training did not negatively affect neurology NBME shelf scores. Decoupling clinical experiences from knowledge acquisition and the evaluation of that knowledge base by means of NBME shelf examination is not likely to disadvantage learners with respect to shelf examination performance.

The Impact of Digital Technology on Learning and Teaching: A Case Study of Schools in Durrës, Albania

The incorporation of digital technology in education has become more widespread, offering the potential to transform conventional teaching methods and improve student learning experiences. This study investigates the influence of digital technology on the process of learning and teaching in Albanian schools. This study used a mixed-methods approach to examine the benefits, difficulties, and overall efficacy of digital tools in educational environments. This paper provides a comprehensive literature analysis to examine the global trends and issues related to digital technology in education, with a specific focus on developing nations. It emphasizes the distinct socio-economic and infrastructural difficulties encountered by Albania, a developing country endeavoring to improve its educational system. Survey responses from a diverse selection of 10 educational institutions in Durrës, Albania provided numerical data. Quantitative data collection involved conducting questionnaires with students of different ages, which allowed for a comprehensive understanding of their experiences and perspectives. The results demonstrate that the use of digital technology greatly improves student engagement and academic achievement. Schools that integrated digital technology into their curriculum achieved higher exam scores than schools that did not. Nevertheless, the research also highlights notable obstacles such as limited infrastructure, unstable internet access, and inadequate teacher preparation that impede the efficient utilization of digital resources. It is necessary for teachers a significant inclination for additional training and assistance, while students demonstrated a preference for digital learning tools over conventional techniques, citing heightened enthusiasm and involvement. This study provides policy proposals to effectively solve the highlighted difficulties and improve the incorporation of digital technology in Albanian schools. These include increased financial resources for improving infrastructure, comprehensive programs for educating teachers, and the establishment of a supportive framework to maintain digital integration endeavors. In summary, this study offers a comprehensive analysis of the impact of digital technology on educational achievements in Albania, making a significant contribution to the wider discussion on digital education in developing nations. The results emphasize the revolutionary capacity of digital tools in education while emphasizing the critical necessity of resolving structural obstacles in order to fully achieve this promise. Received: 14 July 2024 / Accepted: 2 October 2024 / Published: 05 November 2024

Game-Based Learning and Gamification, Effective Innovation in Emergency Medicine Training Program

Background: Game-based learning (GBL) and gamification have recently been applied in medical education. Both approaches utilize methods to teach specific skills or knowledge in a more motivating manner than traditional teaching. Objectives: This study aimed to evaluate the impact of GBL and gamification in an emergency medicine (EM) residency training program by comparing education through e-learning with GBL and gamification. Methods: We randomly enrolled EM residents into two groups. Over the course of one educational year, one group of residents participated in a GBL and gamification course (10 designed GBL and gamification sessions), while the other group received e-learning materials (10 designed podcasts and videos). Traditional training programs continued as routine in both groups. After the intervention, we assessed learners' educational achievements (exam scores) in both groups. Additionally, EM residents' viewpoints (in the first group) on the innovative program were collected using the model for the evaluation of educational games (MEEGA). Finally, the short version of the postgraduate hospital educational environment measure (PHEEM) was administered to evaluate learners' general feedback (in the first group) about the new educational environment after the intervention. Results: Game-based learning and gamification significantly improved scores in written, oral, and electronic exams assessing knowledge, skills, clinical reasoning, and judgment among EM residents (P-value < 0.05). All MEEGA items under “Usability” and “Player Experience” had mean scores > 3 (indicating agree and totally agree) (median score = 3 - 4). All PHEEM items under “Teacher Support and Skills” and “Work Conditions and Allocated Time for Learning” also had mean scores > 3 (indicating agree and totally agree) (median score = 4). Conclusions: Game-based learning and gamification enhanced EM residents’ knowledge, skills, clinical reasoning, and judgment. Learners largely agreed on the positive impact of the intervention on their residency training program.

Balancing excellence and equity in predictive college admissions: insights from the University of the Philippines

ABSTRACT The University of the Philippines (UP) uses high school grades and standardized test scores for predictive admissions, balancing academic performance with affirmative action for underprivileged applicants. Using a novel UP panel dataset, I find that high school grades better predict academic performance, while entrance exam scores reflect background characteristics. Simulations suggest that reducing the weight of standardized exams boosts the qualification rates for public and private school students, but lowers it for science high schools and Metro Manila students. The findings indicate that relying more on grades could enhance both excellence and equity in college admissions.

Clinical skills examination as part of the Swedish proficiency test of dentists educated outside of the EU/EEA.

The increase in the migration of dentists educated outside the EU/EEA calls for the sharing of information and evaluation of recognition processes within countries in the EU. In 2017, the Swedish National Board of Health and Welfare implemented the Proficiency test, a recognition process for dentists who have completed an education programme outside the EU/EEA. The Proficiency test consists of a theoretical and an integrated clinical skills examination, followed by a 6-month clinical practice. The clinical skills examination is a two-part examination that includes an OSCE and an operative test on a dental manikin. This paper presents data from proficiency tests between 2018 and 2022, and explores factors related to grade fail, that is, demographics, theoretical exam scores and language comprehension. In a cohort study, demographics and factors associated with grade fail were explored using test results from theoretical and clinical skills examinations (n = 181) from 2018 to 2022. Pearson correlation coefficient and linear regression analysis were used for studying correlations and associations between exam results. Univariable linear and logistic regression models were used for background variable associations with clinical skills exam outcomes. Higher age was a significant risk factor for failing the clinical skills examination and the OSCE. Higher scores in the theoretical exam reduced the odds of failing the OSCE but were not associated with results in the operative test or the overall results of the clinical skills examination. Regarding the OSCE there was a statistically significant difference within all professional qualifications explored between participants who passed and participants who failed the OSCE. Four years of data collection reveal that age and previous theoretical exam results influence the odds of failing the clinical examination. The study results also highlight the necessity of multiple assessment formats to assess clinical and communication skills of foreign-trained dentists.

Lifting the Gate: Evaluation of Supplemental Instruction Program in Chemistry

College-level introductory chemistry has a high impact for predicting students’ early success and long-term academic outcomes. Students from traditionally underserved communities are disproportionately held back in this course. To improve student success, the Supplemental Instruction (SI) program at a public four-year Hispanic-serving institution was revamped from a voluntary option to a co-requisite for the introductory chemistry course. The study evaluates the effectiveness of the new format of SI program and explores associated factors contributing to the impacts of the program. Students with or without SI were compared through multiple quantitative metrics, including course GPA, final exam score, DFW rate, and pass rate. Data analysis showed that students who completed SI with credit obtained 0.9 higher average course GPA than their counterparts and performed significantly better on all the other metrics. More importantly, the equity gaps between underserved and better-served students were narrowed down. Furthermore, students who took introductory chemistry with SI still obtained 0.3 higher average course GPA in their subsequent General Chemistry I course than those without it. The findings suggested that incorporating the SI into introductory chemistry as co-requisite is necessary and effective to improve students’ success and narrow down the equity gaps in gateway chemistry courses.

The effect of sleep effectiveness on examination scores of first year osteopathic medical students

Medical students frequently encounter high levels of stress and pressure, which can negatively affect their mental health and sleep quality, a key determinant of cognitive function and academic success. This study assesses the relationship between sleep effectiveness and academic performance among medical students. An observational, cross-sectional survey took place at A.T. Still University - School of Osteopathic Medicine in Arizona (ATSU-SOMA), involving participants from the 2027 cohort. The Pittsburgh Sleep Quality Index (PSQI) questionnaire was used and exam scores from the second exam of the fourth block were analyzed. For the purpose of our inquiry, the “Sleep Effectiveness” component score of the PSQI was used for our analysis. The results indicated a significant inverse relationship between sleep effectiveness and exam performance (R² = 0.087, p =0.000262), demonstrating that increased sleep effectiveness was associated with lower exam performance. The study highlights the sheer amounts of confounding variables in the preconceived notion that “,Sleep is the key for academic success.” This research suggests that academic performance is best explained by multiple variables rather than simply one. Future studies should investigate the long-term effects of sleep deprivation and explore interventions beyond sleep hygiene, including stress and time management strategies. Understanding the broader impact of sleep on medical education is essential for fostering better outcomes for students in both academic and clinical settings.

Entrepreneurial Reluctance: Talent and Firm Creation in China

Abstract This paper examines the correlation between cognitive ability and firm creation. Drawing on administrative college admissions data and firm registration records in China, we investigate who had created firms by their mid-30s. We find a clear pattern of entrepreneurial reluctance: Given the same backgrounds, individuals with higher college entrance exam scores are less likely to create firms. Through an exploration of firm performance, alternative career trajectories, and variations across regions, we propose an explanation: The ability represented by exam scores is useful across occupations, yet higher-scoring individuals are attracted to waged jobs, particularly those of the state sector.

Promoting motivation and reducing stress in medical students by utilizing self-determination theory - a randomized controlled trial in practical psychiatry courses.

Medical students experience high levels of stress and related mental health problems. Students' autonomous and controlled motivation and their mental well-being are interconnected. This study aimed to investigate whether an innovative teaching concept based on self-determination theory (SDT) could improve students' motivation and thereby reduce their stress levels, ultimately providing a healthier framework for learning. In a week-long practical psychiatry course for medical students, a new didactic concept was implemented in half the groups (n = 73) and compared with the preexisting concept (n = 75) as a randomized controlled trial (RCT). To promote the SDT-target factors of perceived autonomy, competence, and relatedness, the methods used included team building, exclusively positive feedback, group discussions, and choice in task distribution. Significant group differences in motivation, stress, performance, and their relationships were analyzed through t-tests, multiple linear regression analyses, mediation analyses, and hierarchical linear modeling (HLM) using questionnaires collected before (t0) and after (t1) the course, and students' exam results (t2). In the innovation group (n = 53), intrinsic motivation/interest (d = 0.41; p = .019) and perceived choice/autonomy (d = 0.33; p = .048) were greater than in the control group (n = 52). While autonomous regulation remained stable, the innovation group showed reduced controlled regulation (d = -0.36; p = .033) and reported significantly lower stress (d = -0.55; p = .003). The observed changes in motivation collectively mediated the stress reduction. However, students in the innovation group achieved lower exam scores, which seemed to result from the absence of critical feedback, but not from the observed differences in motivation or stress. This study demonstrated that enhancing intrinsic motivation through SDT-based teaching can effectively reduce stress in medical students. Exclusively strengths-based positive feedback may have hindered exam performance, but optimizing educational concepts to promote motivation and reduce stress will be a valuable step toward improving medical students' mental well-being.

Unskilled and unaware? Differences in metacognitive awareness between high and low-ability students in STEM

IntroductionMetacognition, or the ability to monitor and control one's cognitive processes, is critical for learning in self-regulated contexts, particularly in introductory STEM courses. The ability to accurately make predictions about one's ability and performance can determine the effectiveness in which students effectively prepare for exams and employ good study strategies. The Dunning-Kruger pattern, where low-performing individuals are more overconfident and less accurate at the ability to predict their performance than high-performing individuals, is robustly found in studies examining metacognitive monitoring. The extent to which the Dunning-Kruger pattern can be explained by the lack of metacognitive awareness is not yet established in the literature. In other words, it is unclear from prior work whether low-performing students are “unskilled and unaware” or simply “unskilled but subjectively aware.” In addition, arguments about whether this pattern is a psychological phenomenon or a statistical artifact of the measurement of metacognition can be found in the literature.MethodsStudents enrolled in three different physics courses made predictions about their exam scores immediately before and after taking each of the three exams in the course. Student predictions were compared to their exam scores to exam metacognitive accuracy. A new method for examining the cause of the Dunning-Kruger effect was tested by examining how students adjust their metacognitive predictions after taking exams.ResultsIn all contexts low-performing students were more overconfident and less accurate at making metacognitive predictions than high-performing students. In addition, these students were less able to efficiently adjust their metacognitive predictions after taking an exam.DiscussionThe results of the study provide evidence for the Dunning-Kruger effect being a psychological phenomenon. In addition, findings from this study align with the position that the skills needed to accurately monitor one's performance are the same as those needed for accurate performance in the first place, thus providing support for the “unskilled and unaware” hypothesis.

Improving the teacher feedback process in primary education: evidence from randomized controlled trials in schools in rural China

ABSTRACT RCTs in primary schools in rural China show frequent personalized teacher feedback improves exam scores for Grade 3 (age 9), including those ‘left behind’ by migrating parents. Two terms of biweekly feedback increase math and language scores by 0.15 standard deviations, with an RCT texting results to parents giving 0.26 sd extra math improvement for the left-behind. Some math improvements maintain even 30 months later. Direct costs are under $5/student. Yet identical feedback produces nothing for Grade 5. Information feedback interventions thus have excellent potential, but their fall in impact with age suggests efforts must begin early.

An analysis of attainment grouping policy in Singapore

AbstractThis paper extends the scholarship on attainment grouping by focusing on the policy initiatives of streaming and subject‐based banding (SBB) in Singapore. The study is framed by the concept of pragmatic perfectionism, which refers to the continuous and ideals‐oriented drive to improve a system through practical, incremental and paradoxical measures. It is argued that SBB is aligned with setting by giving students the flexibility and choice to study different subjects at varying levels. Mixed‐attainment grouping is also evident, where students are grouped in mixed‐form classes for selected subjects. However, SBB may have inadvertently maintained between‐school segregation for elite and non‐elite schools by supporting the existing policy of school posting based on students' exam scores. This paper contributes to the diverse formulations, adaptations and justifications surrounding attainment grouping. The study also illustrates the usefulness of pragmatic perfectionism in foregrounding the potential and tensions in educational policymaking.