Exploring literacy levels as a barrier to learning when completing the eight mark scenario questions in the GCSE Physical Education examination

Abstract

Assessment in schools has been an on-going issue since the introduction of national testing in 1998. The format of the assessment can pose significant barriers to some candidates especially when the assessment places high demands on non-subject specific skills such as literacy. The purpose of this enquiry was to improve my practice when teaching pupils how to structure a written response to the eight mark scenario questions in the AQA GCSE PE examination and as a result to also improve pupils’ achievements in this area of the paper. The pre and post-intervention results of nineteen participants from School A were analysed. The intervention consisted of literacy examination strategies being taught in PE theory lessons for a period of four weeks. Extra lunchtime support sessions were also provided for participants to attend on a voluntary basis. The results showed that participants with a reading age relevant to their chronological age achieved the greatest improvements, on average +5.7 marks. Participants with reading age slightly lower than their chronological age still showed improvements, +4.3 marks. Conversely participants with a significantly lower reading age showed a decrease in achievement, on average -2.3 marks. Questionnaires completed by the participants highlighted their perceived areas of difficulty and a general positive shift in their perceived difficulty of the eight mark questions was reported after the intervention.