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league table(학교순위표) 폐해 논란
Author
주영한국교육원
Date
20:00 23 Jul 2007
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2170
League Table 폐해 논란
□ 쉬운 과목, 자격증 코스 선택을 유도하는 학교들
- 많은 학교가 GCSE와 A-level에서 학교 성적 향상을 위하여 학생들을 직업자격증과 부드러운 과목 선택으로 유도하는 현실
- GCSE 시험에서 5개 이상의 A*-C의 등급을 받은 학생들의 비율에 따라 학교의 성적이 매겨짐
- 이에 따라 직업자격증(GNVQ) 하나가 4개 교과 GCSE 성적취득으로 환산되는 점을 이용하여 학문 독려 대신에 직업자격증 취득을 하도록 유도
□ League Table(학교순위표) 제고 주장
- “학생 교육에서의 league table의 효용에 대해 검토해야 한다” 고 QCA의 Ken Boston 원장 주장
- QCA 관계자들은 일반 교과 공부 대신 ICT 자격증을 취득하는 것이 학생들에게 올바른 선택인지에 대한 걱정 표시. 학생들의 선택이 league table 때문에 일어나는 것이라면 문제라는 지적
- 교사와 대학들도 비슷한 우려 표시 : Cambridge 대학은 sixth form에서 쉬운 과목을 선택한 경우 불이익 경고
- 학교 성취도 평가에 자격증을 포함하는 문제, 리그 테이블이 교육과정 운영과 학생들의 학습기회에 미치는 영향 등에 대한 오래전부터의 논란
- 보수당의 Shadow Minister for Higher Education인 David Willets "리그테이블이 학교교육을 왜곡시키고 학생들을 점수를 쉽게 얻을 수 있는 과목으로 유도하고 있다“고 비판
- 대학들은 drama 나 psychology 같은 쉬운 과목의 A 보다 수학의 C를 더 높이 평가
□ 관련 통계
- 111,803명 : 지난해 GNVQ 중급 자격시험을 치른 학생 수
- 1:12 (2002년 아카데미 제도 도입시 아카데미 유형의 학교에서 10명당 1개의 비율로 자격증 취득, 지난해에는 10명당 12개 비율의 자격증 취득)
- 52% : 아카데미 학교에서 GNVQ을 선택하는 학생 비율
- 4 : 1개의 자격증이 4개의 과목 성적에 해당
□ 출처
The Times (League tables encourage soft exam choicesr : 07.07.19)
Teenagers are being pushed towards taking vocational qualifications or “softer” GCSEs and A levels, to improve their schools’ positions in the league tables.
Secondary schools are measured on how many pupils achieve five A*-C GCSE passes, including maths and English. However, a GNVQ is worth four GCSEs, leading many to submit students for the vocational exam, which can boost their ratings, rather than for a range of tougher academic subjects.
In a letter to Lord Adonis, the Schools Minister, about the possible inclusion of the international GCSE in the tables, Ken Boston, chief executive of the Qualification and Curriculum Authority, said that the effects of league tables on the education of children needed to be addressed.
While not calling for league tables to be scrapped, his officials said that he was concerned whether pupils taking ICT GNVQ, for example, which is worth four GCSEs, were opting for the best educational choice “when instead they could do French, history, geography and science”. They confirmed that Dr Boston was referring to the way in which teenagers’ choice of exam subjects were being “partly influenced by the league table tariffs”.
His calls echo similar fears aired by teachers and universities. The University of Cambridge has already warned teenagers that they may not gain admission if they study “soft” A levels in the sixth form. Dr Boston has raised concern before about the influence of tables on subject choices. In February he said: “There are longstanding issues around the inclusion of all qualifications in performance tables, and the impact that those tables have on the curriculum and on the learning experience of young people.”
Last week David Willetts, the Shadow Minister for Higher Education, echoed Dr Boston’s concerns after it emerged that attempts to raise the number of state school pupils at Britain’s elite universities had stalled.
While the overall number of young students from poorer families and comprehensives attending university rose in 2005-06, nearly three quarters of the top 20 research-led universities had witnessed a drop in their numbers since 2002.
Mr Willetts blamed the school league tables for “corrupting the system” and forcing schools to push pupils into subjects that maximised their points but held them back from getting into the top universities. “Schools are under pressure to maximise their points while universities are saying that, in terms of opening up options, they’d far rather a student with a C grade in maths A level than a higher grade in drama or psychology.”
Cambridge insisted last year that pupils applying with A levels in subjects such as media studies or health and social care could rule themselves out of courses.
In a separate letter to Alan Johnson, then Education Secretary, in April, Dr Boston welcomed the Government’s plans to pilot different ways of testing children. Children in the ten pilot areas will take tests as soon as they are ready, rather than at the present fixed ages of 7, 11 and 14.
In the pilot areas, teachers will enter individual pupils into more focused “single-level” tests when they are ready. The Government will then take an aggregate of the results to measure schools’ achievements. There will be one-to-one tuition for underachievers and cash bonuses for schools whose pupils meet progress targets.
Jim Knight, Minister for Schools, said: “We are constantly working with the regulator to ensure that all exams are rigorous. We are confident that standards in schools and pupils performance continues to rise against this tightly regulated exam system.
“As pupils wait for their exam results it is irresponsible of politicians to devalue pupils’ achievements.”
□ 쉬운 과목, 자격증 코스 선택을 유도하는 학교들
- 많은 학교가 GCSE와 A-level에서 학교 성적 향상을 위하여 학생들을 직업자격증과 부드러운 과목 선택으로 유도하는 현실
- GCSE 시험에서 5개 이상의 A*-C의 등급을 받은 학생들의 비율에 따라 학교의 성적이 매겨짐
- 이에 따라 직업자격증(GNVQ) 하나가 4개 교과 GCSE 성적취득으로 환산되는 점을 이용하여 학문 독려 대신에 직업자격증 취득을 하도록 유도
□ League Table(학교순위표) 제고 주장
- “학생 교육에서의 league table의 효용에 대해 검토해야 한다” 고 QCA의 Ken Boston 원장 주장
- QCA 관계자들은 일반 교과 공부 대신 ICT 자격증을 취득하는 것이 학생들에게 올바른 선택인지에 대한 걱정 표시. 학생들의 선택이 league table 때문에 일어나는 것이라면 문제라는 지적
- 교사와 대학들도 비슷한 우려 표시 : Cambridge 대학은 sixth form에서 쉬운 과목을 선택한 경우 불이익 경고
- 학교 성취도 평가에 자격증을 포함하는 문제, 리그 테이블이 교육과정 운영과 학생들의 학습기회에 미치는 영향 등에 대한 오래전부터의 논란
- 보수당의 Shadow Minister for Higher Education인 David Willets "리그테이블이 학교교육을 왜곡시키고 학생들을 점수를 쉽게 얻을 수 있는 과목으로 유도하고 있다“고 비판
- 대학들은 drama 나 psychology 같은 쉬운 과목의 A 보다 수학의 C를 더 높이 평가
□ 관련 통계
- 111,803명 : 지난해 GNVQ 중급 자격시험을 치른 학생 수
- 1:12 (2002년 아카데미 제도 도입시 아카데미 유형의 학교에서 10명당 1개의 비율로 자격증 취득, 지난해에는 10명당 12개 비율의 자격증 취득)
- 52% : 아카데미 학교에서 GNVQ을 선택하는 학생 비율
- 4 : 1개의 자격증이 4개의 과목 성적에 해당
□ 출처
The Times (League tables encourage soft exam choicesr : 07.07.19)
Teenagers are being pushed towards taking vocational qualifications or “softer” GCSEs and A levels, to improve their schools’ positions in the league tables.
Secondary schools are measured on how many pupils achieve five A*-C GCSE passes, including maths and English. However, a GNVQ is worth four GCSEs, leading many to submit students for the vocational exam, which can boost their ratings, rather than for a range of tougher academic subjects.
In a letter to Lord Adonis, the Schools Minister, about the possible inclusion of the international GCSE in the tables, Ken Boston, chief executive of the Qualification and Curriculum Authority, said that the effects of league tables on the education of children needed to be addressed.
While not calling for league tables to be scrapped, his officials said that he was concerned whether pupils taking ICT GNVQ, for example, which is worth four GCSEs, were opting for the best educational choice “when instead they could do French, history, geography and science”. They confirmed that Dr Boston was referring to the way in which teenagers’ choice of exam subjects were being “partly influenced by the league table tariffs”.
His calls echo similar fears aired by teachers and universities. The University of Cambridge has already warned teenagers that they may not gain admission if they study “soft” A levels in the sixth form. Dr Boston has raised concern before about the influence of tables on subject choices. In February he said: “There are longstanding issues around the inclusion of all qualifications in performance tables, and the impact that those tables have on the curriculum and on the learning experience of young people.”
Last week David Willetts, the Shadow Minister for Higher Education, echoed Dr Boston’s concerns after it emerged that attempts to raise the number of state school pupils at Britain’s elite universities had stalled.
While the overall number of young students from poorer families and comprehensives attending university rose in 2005-06, nearly three quarters of the top 20 research-led universities had witnessed a drop in their numbers since 2002.
Mr Willetts blamed the school league tables for “corrupting the system” and forcing schools to push pupils into subjects that maximised their points but held them back from getting into the top universities. “Schools are under pressure to maximise their points while universities are saying that, in terms of opening up options, they’d far rather a student with a C grade in maths A level than a higher grade in drama or psychology.”
Cambridge insisted last year that pupils applying with A levels in subjects such as media studies or health and social care could rule themselves out of courses.
In a separate letter to Alan Johnson, then Education Secretary, in April, Dr Boston welcomed the Government’s plans to pilot different ways of testing children. Children in the ten pilot areas will take tests as soon as they are ready, rather than at the present fixed ages of 7, 11 and 14.
In the pilot areas, teachers will enter individual pupils into more focused “single-level” tests when they are ready. The Government will then take an aggregate of the results to measure schools’ achievements. There will be one-to-one tuition for underachievers and cash bonuses for schools whose pupils meet progress targets.
Jim Knight, Minister for Schools, said: “We are constantly working with the regulator to ensure that all exams are rigorous. We are confident that standards in schools and pupils performance continues to rise against this tightly regulated exam system.
“As pupils wait for their exam results it is irresponsible of politicians to devalue pupils’ achievements.”