A Sound Way of Thinking

Despite the fact there is not a Jacaranda flower in sight, you just know it’s that time of year again. You can just feel it in the air. Exam time.

Those earlier weeks of the term that see students energies distributed (often very unequally) between social pursuits, employment, family commitments, sport and studies, have been replaced with days and nights spent focussing any and all remaining energy towards a very few specific tasks; remembering what it was that was learnt in classes in earlier weeks, what information was covered and what was required to successfully complete tasks, to successfully navigate the two week intensive period that is exams.

Very easily the focus can shift during exam and assessment periods from student learning to student achievement. After all, teachers and students are preparing for outcomes and proficiencies to be met, and student work to be critiqued and reported on. Students become acutely aware of their parent’s expectations to achieve, which can exacerbate those they have already placed themselves under pressure. Schools are under increasing pressure to produce high student achievement results. Government policy, funding, enrolments, status and public recognition all depend on student results.

It is a product of our society and culture, where we praise and recognize certain efforts and achievement because we are trying to lead and promote a certain behavioural outcome. Our experience says that if we create an environment that recognises results and achievement, we can over time get a better effort and eventually more of the desired outcome.

However, research reveals otherwise. Children perform best in exams when teachers are not solely concerned about their test results. Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers and schools are not obsessed by grades, the study by the Institute of Education found.

Some schools had moved to a narrowing of the curriculum and drilling pupils for test, resulting in less motivated students.

Grades were shown to directly correlate to whether students felt pressure to perform well or whether they were encouraged to learn. Students were shown to be more analytical when their teachers focus was on the learning, not exam results.Classroom behaviour was also shown to have improved in classes where teachers focused on learning rather than grades.

John Holman, the director of the National Science Learning Centre, said “All the evidence suggests that ‘teaching to the test’ results in superficial learning and a level of boredom that can turn pupils away from their subjects.”

Students achieving great results is great. As long as students achieving great results is not the only great result being sought after. It cannot come at the expense and time given to improving student learning, their wellbeing and developing those character traits and skills that are required for life-long learning.

Part of the coaching philosophy of NCAA legendary basketball coach John Wooden, was his belief in the need to focus on the stuff we can control. He focused on process. He focused on getting tasks done and celebrating that. He believed the results would always take care of themselves.

A sound way of thinking.

As we move into the new world of ATAR in the near future, we are resolved to ensuring school at Mueller does not become purely results driven. The ATAR will not become the sole endpoint of thirteen years of education. We will remain determined to prepare students for life in the world and eternity. The quality education delivered at Mueller will continue to educate the ‘whole person’.

We do wish all our students the very best as they navigate and complete Semester One assessments.