Waddell (1978)

Notes on the text

Part I

Preliminary pages Contents, Membership
Chapter 1 Introduction
Chapter 2 Educational matters
Chapter 3 Structure of the examining system
Chapter 4 Cost
Chapter 5 Conclusions
Appendices

Part II

Preliminary pages Contents, Membership

Report of the Education Study Group (ESG)

Glossary, Introduction
Chapter 1 Feasibility of common exam system
Chapter 2 English
Chapter 3 Mathematics
Chapter 4 Science
Chapter 5 History
Chapter 6 Geography
Chapter 7 Modern languages
Chapter 8 Classics
Chapter 9 Commerce
Chapter 10 Social science
Chapter 11 Religious studies
Chapter 12 Craft design and technology
Chapter 13 Technical drawing
Chapter 14 Home economics
Chapter 15 Needlecraft and dress
Chapter 16 Art
Chapter 17 Music
Chapter 18 Further work
Appendix A List of witnesses
Appendix B Questions
Appendix C Statistics
Appendix D Joint examinations

Report of the Cost Study Group (CSG)

Chapter 1 Introduction
Chapter 2 Costs in 1976
Chapter 3 Costing a common system
Chapter 4 Changeover costs
Annexes

Report of the Steering Committee established to consider proposals for replacing the General Certificate of Education Ordinary Level and Certificate of Secondary Education examinations by a common system of examining

Chairman: Sir James Waddell CB

Presented to Parliament by the Secretary of State for Education and Science and the Secretary of State for Wales by Command of Her Majesty July 1978

London: Her Majesty's Stationery Office 1978
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Part I: Cmnd 7281-I
Part II: Cmnd 7281-II

Part II - ESG Report

Chapter 8 Classics
[pages 49 - 52]

Introduction

152. Traditionally the study of classics at least up to the age of 16 was equated with the learning of the Latin and/or Greek languages and the emphasis at this stage was on the acquisition of accidence and syntax. Whilst Greek has shown little change from this position, in Latin there has been a considerable modification of objectives since the early 1960s. The skill of composing in Latin at this stage has assumed at best a minor importance. Some courses treat the study of grammar and syntax as subordinate to their main objectives, which are the reading and comprehension of continuous Latin and a knowledge of Roman public affairs and social life in the first century AD. In addition the late 1960s saw the development of classical studies courses for a wider range of ability, which do not rely on the study of a classical language and which are often offered as an alternative to it in schools.

153. Examinations have reflected these developments both in the Latin language and in classical studies. Nevertheless Latin has not appreciably changed from its position as a study for pupils of well above average ability. Since the principal justification for teaching the Latin language is to give access to Latin literature, a very heavy emphasis must still be placed on literate skills and complex verbal comprehension. Most people would therefore accept that it is neither desirable nor possible in any worthwhile way to set a Latin language paper which would be suitable for all pupils down to the 40th percentile. This limitation does not apply to examinations in classical studies which are seen, less reasonably and to a diminishing degree, to be the province of the average pupil. A common system would therefore need to include elements both of Latin (and Greek) languages and of classical studies, despite the problems of comparability which inevitably arise.

The evidence

154. The two joint examinations listed below provide the main evidence for the analysis and conclusions which follow. The first of these examinations offered separately Latin, classical studies and Latin with classical studies; the second offered classical studies only with no language element. They are subsequently referred to by number.

Table 7

The ability range

155. The conclusion is unmistakable that the ability range entering for both examinations has been skewed markedly towards the higher levels and, except in the classical studies option of 1, the number of candidates of O Level grade A-C potential appears to be around 75 per cent in both examinations. The classical studies examination of 1 shows a slightly different position, but still some 60 per cent of the candidates reach O Level grades A-C. In 1977, however, the lower ability ranges seemed to be more adequately represented in both the classical studies and the Latin with classical studies sections of 1. It must be said, therefore, that neither examination attracted a fully representative sample of candidates down to the 40th percentile of ability. Nevertheless both examinations discriminated sufficiently between candidates to place some in each of the grades so that judgement is possible.

The syllabus and objectives

156. A system for examining classics must provide for the examination of Latin and Greek. However, this part of the syllabus and objectives of an examination is likely to be unsuitable for a sizeable section of the ability range, although there appears to be no conclusive evidence about the cut-off point. One is left therefore with the conclusion that a common system should provide for the examination of both classical studies and classical languages. The best solution so far offered appears to be the arrangement of optional elements as in 1. By omitting the classical languages 2 does not provide evidence in this matter.

157. General satisfaction has been expressed with the objectives of 1, although there is some reservation about the capabilities of 16 year old pupils for appreciating the influences of the Greeks and Romans on the culture of Western Europe. Both the traditional and more recent approaches to the teaching of the classical languages are consistent with an examination objective of the sort provided by 1. The provision of a comprehensive word list in paper 1 has been seen by some as undermining one of the disciplines essential to undertaking more advanced work in the language. It was intended to obviate difficulties caused by the widely varied sources of vocabulary which candidates have encountered in their courses. It could reasonably be argued that this caters for a definite, albeit intermediate, skill. In any case candidates who look up every word are likely to be heavily penalised through running out of time. It would seem fair to conclude that 1 appears to lead satisfactorily into more advanced work in Latin. The objectives of 2 are not specified but as inferred from the syllabus they appear unexceptionable. Both 1 and 2 appear to provide a satisfactory basis for advanced work in classical studies. Both examinations reflect quite closely the content and the objectives of existing examinations, particularly at O Level.

The syllabus and the examination

158. In general the examinations seemed to relate reasonably well to the syllabus and objectives. Several of the objectives of 1 are difficult to examine, for example understanding and appreciation of the achievements of Greeks and Romans, the influences of these people on Western European culture and the ability of the candidate to express himself imaginatively using themes and ideas from the classics. It is interesting to note that for 1979 questions may be set requiring the candidate's response to photographs of sites and artefacts.

159. It might well be that the realisation of these objectives could be more satisfactorily achieved if course work were included in the overall assessment. Neither examination includes provision for course work as such although each provides for an optional project carrying 25 per cent of the marks in the case of 1 and 50 per cent of the marks in the case of 2. These proportions probably represent the realistic boundaries of the credit to be given for a project element. Some difficulty has been found in comparability as between the project and externally assessed elements in 2. Though the problems of administration and particularly of moderation related to course work are not to be minimised some development work would be helpful in identifying problems and investigating possible solutions.

The examination and the ability range

160. For the reasons given earlier it may well be both unnecessary and undesirable for a common system of examining to provide an examination in the Latin language down to the 40th percentile. It is worthwhile noting that CSE examinations in Latin language have encountered difficulties even though they appear to cater only for the upper half of the CSE range of ability. In classical studies on the other hand a common system could be expected to cater for the same range of abilities as is envisaged for the system as a whole. The mixed-package type of syllabus and examination to be seen in 1 appears to offer the best prospect of catering adequately for a wide range of abilities and of interests, allowing pupils to select, or be guided towards, Latin or classical studies or a variety of possible combinations of the two. Through its various permitted alternatives 1 offers 14 such possibilities.

161. As regards Latin, the provision in 1 for an extended range of ability takes three principal forms: the full word list supplied with paper 1; the multiple choice comprehension exercise; and the inclusion in paper 2, along with questions of GCE standard, of other questions deliberately designed to allow less able candidates to demonstrate their degree of comprehension and appreciation of the set texts. The distribution of raw marks suggests that satisfactory discrimination could be achieved among pupils of somewhat lower ability than have actually attempted the examinations so far. At the same time it appears that 'bunching' of the more able candidates has been avoided. In classical studies the two consortia adopted different approaches to the problems of catering for a wide range of abilities. In 1, 60 per cent of the marks were awarded for factual knowledge whilst the remaining 40 per cent required judgement and appreciation supported by fact. Mark distributions suggest that satisfactory discrimination was achieved throughout the ability range. In 2, candidates could avoid questions requiring judgement and appreciation by attempting factual answers on a wider range of topics. This 'tariff' provision, introduced for the benefit of weaker candidates, appears to have encouraged the better candidates also to attempt a large number of the easier factual questions rather than the more difficult parts requiring judgement and appreciation. Abler candidates, whilst not giving evidence of their capacity to judge and appreciate, might have earned marks well in excess of 100 per cent. In 1977, because of its failure to discriminate among the able candidates, the rubric was amended to prohibit candidates from attempting parts drawn from more than seven questions.

162. Apart from the 'tariff' scheme the examining techniques used are largely, traditional. Scheme 1 contains one multiple choice section which carries 10 per cent of the marks. Some feel that it is inappropriate because, in a heavily inflected language, the alternative 'answers' can mislead much more readily. The only other feature which could be called unorthodox is the project, which raises some questions of comparability; however, this technique is nowadays a common one in examining. The layout of the papers is conventional in character although somewhat complicated, and likely to cause difficulty for able and less literate candidates who had not been adequately prepared.

163. In both examinations the marking is positive and tries to see all candidates as part of a single continuum of ability. Apart from the difficulties that the 'tariff' technique in 2 raised for discrimination, candidates appear to be adequately and appropriately rewarded at all levels of ability.

Extension

164. There would seem to be no particular difficulty in scaling up an examination in the style of 1 or 2 to cater for numbers currently taking O Level and CSE examinations in Latin and in classical studies. Arrangements to moderate projects would presumably cause most difficulty, but this seems to have been overcome in other examinations with considerably larger numbers of candidates. Greater numbers could be accommodated by a combination of teacher assessment and external moderation.

165. The best prospects of overcoming the dichotomy between language and classical studies seem to lie in the adoption of a joint course with common ground which would be possible for those following a Latin with classical studies component. It is surprising that in 1 this component has been substantially less used than the other two, a situation which perhaps reflects the extent to which the dichotomy is still uncritically accepted as inevitable. Furthermore, it would appear necessary to delineate more clearly what is represented by the term 'classical studies'.

166. There is strong support for the view that provision must exist in the national system for the examining of Greek at 16+ and that, whatever administrative units may in the future be set up, at least one should be found ready and willing to offer this service to schools nationwide. The working party conducting 1 saw no difficulty in catering for Greek within the 'mixed-package' system which they are at present operating.

Conclusion

167. A common system of examining in classics must provide for classical languages and for classical studies. Special provision may need to be made for Greek. It is generally agreed that Latin has not yet proved examinable down to the 40th percentile of ability although classical studies has. The best solution so far available seems therefore to be a system of optional elements embracing language study and classical studies either separately or in combination. Such a system does offer feasibility and discrimination over an ability range down to the 40th percentile. It may be of advantage to investigate a closer relating of the content of the language and classical studies elements particularly in papers of the Latin with classical studies kind offered by scheme 1. Some further development work should be undertaken also aimed at broadening the scope of the assessment techniques in use.