The impact of “impossible question” is impossible to calculate

http://www.bbc.co.uk/news/education-13627415

Follow the above link and you’ll find a news story about an “impossible question” set in an AS exam last week.

The most baffling and infuriating aspect of this story is the response of the exam board, OCR. They have apologised profusely for the error and they insist that “procedures are in place” to deal with such things. They have contacted the schools involved to reassure them that their pupils will be treated fairly.

OCR claim that they will take into account the disruptive effects of the impossible Maths problem. It was literally impossible, not just hard. And inevitably some students won’t have figured this out.

OCR say that they will work out which pupils DID figure out the sum was impossible. They will reward those who show the correct working out and readjust their grading scales to cope with the time students will have wasted on the eight mark question; a substantial amount in a 72 mark paper.

It seems reasonable that OCR will take these steps to mark appropriate working out positively and adjust their marking as a whole. But students are calling for a complete retake of the paper on social networks. And I think they should get one.

Whatever “systems” or “procedures” OCR may have in place, calculating the levels of stress caused by the unfortunate typo and how this affected the rest of an otherwise intelligent student’s performance, is as impossible as the un-answerable question they set in the exam. It really is astounding sometimes just how ignorant of the realities of taking an exam these exam boards can be. Or perhaps they are just selfish.

Organising retakes, particularly ones where the organisation must foot the bill, is costly and time consuming. Sorting this out in a truly fair way is not in the interests of OCR. And yet today’s younger generations are constantly trampled underfoot by protestors about the decline in standards of modern education.

Is it any wonder young people can’t properly prove themselves when the system continually falls foul to cock-up after cock-up? It’s an absolute disgrace that there are any errors at all in exam papers but they are there all the time. Most are not as crucial as this one, but typos crop up in almost every examination without fail. If there is a decline in standards it is not with the intelligence of students, but with the way they are being assessed.

I am sorry for such a rant about a seemingly minor and mildly funny news story. But it’s not funny for those involved and teenagers making themselves ill with the pressure of trying to succeed. High achievers and hard workers still exist, producing young adults as intelligent and as ambitious and well meaning as in the past.

Politicians use slogans like “broken Britain” to scare voters into supporting them. They tap into the fears of the elderly and adult about growing disrespect amongst emerging generations. But all the time they are conceding control of bodies and organisations that ought to be serving communities and students, thus losing the right to respect amongst clever young people who deserve their own.

David Cameron’s Big Society rhetoric might make use of such a monumental mistake from a bureaucratic body like OCR but what does he actually have to say about fixing such common problems? He rants against paper pushing and champions efficiency starting at a local level but provides no money or support for it to happen. Likewise Labour’s opposition moans about the destruction of Britain’s cultural heritage, without saying how it would save it in government.

Politics does little to earn the respect and admiration of pupils. Neither do “professional” educators who rush out text books and muck up exams. Teachers, for the most part, still do a good job, but not all the time. I don’t know where from but perhaps those who worry and pick at the next generation, would like to find some worthy role models for it.

In this case though, serves these kids right for taking a subject as dull and dreary as Maths.