How Do Teachers Communicate to Students about Forthcoming GCSE Exams? An Observational Study

Y

7

Foreign Countries; High Stakes Tests; Exit Examinations; High School Students; Secondary School Teachers; Test Preparation; Classroom Communication; Educational Practices; Student Motivation; Guidance; Accountability; Motivation Techniques; Grading; Self Efficacy

United Kingdom (England); United Kingdom (Wales); United Kingdom (Northern Ireland)

1463-9807

High-Stakes exams, such as the General Certificate of Secondary Education (GCSE), have significant consequences for students and educators, which affects how teachers communicate to students about these exams. This study aimed to explore communications about exams, in the classroom. Observations were conducted within 30 lessons in a secondary school in the North West of England. Thematic analysis of the data produced four higher order themes: instructional practices, grade point, direction of message, and efficacy appeals. The analysis suggests that teachers may use communications about exams for a variety of different purposes, including: motivating students to revise for their exams, controlling in-class behaviour, and providing guidance to students about preparing for their exams.

As Provided

2020

EJ1272479