An experiment doomed to fail?

In schools and colleges laboratory work spices-up science, so why has Michael Gove now decided to neutralise them? If you want to hear Chemistry students fizz with enthusiasm drop in on any science practical lesson in any school in the country. You’ll hear them shouting: “Wow, I never realised it was like that!” or "That's amazing! Now, I get it!” Time after time in student group feedbacks, the message is, students love practicals.  A common thread in all their comments is: “I hear and I forget, I see and I remember, I do and I understand.” Teachers too are certain that they learn better. But, Ofqual the Government qualifications and exam regulator, does not share this enthusiasm. It is considering ring-fencing marks for science practicals from theory. Ofqual proposes the change in response to a call by the education secretary, Michael Gove, for a crackdown on grade inflation. There is a belief that students have been picking up easy marks in practical exams. There are also concerns about cheating and teachers being over-generous with their marks From 2017, if approved, the practical element of these A-Levels will no longer count towards overall A-level grades. At the moment between 20-30% of A-levels in biology, chemistry and physics are made up of practical coursework. Ofqual says they should become 100% exam assessed. A requirement for practical skills would remain, but the assessment of them would be reported separately from the main A-level grades. Justifying the change, the regulator notes that current arrangements for A-level science practical work leave open “the possibility of malpractice”. It is true that in some schools it’s impossible for all assessments to take place simultaneously: Ofqual says some force exam boards to allow practical testing to take place over a period of time “during which it is almost impossible to keep the nature of the task confidential”. “We are concerned about the increasing number of allegations of malpractice in the conduct of these assessments,” the consultation document adds. “For example, this year we were alerted to 53 investigations into alleged teacher or student malpractice in respect of one exam board’s A-level practical science assessments. We believe the actual number of incidents is likely to be higher, as not all will come to light.” The regulator also raises serious concerns about teachers’ marking of these assessments, noting that students’ do much better in them than in their exams, “particularly in chemistry”. “The range of marks allocated to students by teachers marking the practical assessments is at the top end – and in the worst cases the most frequently occurring mark is 40 out of 40,” Ofqual says. Other reasons it gives for taking practical work out of the science A-levels include a failure to “discriminate well between students” and because the teaching of wider practical skills can be constrained by a focus on those likely to be tested. Lastly, it says exam boards have had no “verifiable evidence” of students’ practical skills, limiting their ability to moderate teachers’ marking. From 2017, when the first new A-level results are due, Ofqual proposes that outcomes of practical assessment should appear on pupils’ certificates but not contribute to the overall grade. The government's chief science adviser is not happy with the proposal. He has warned David Cameron that the next generation of British scientists risks being deskilled if marks for practical experiments no longer count towards A-Levels in physics chemistry and biology. Sir Mark Walport, who was appointed last year, told David Cameron that the proposed change risks further downgrading practical skills, at a time when Britain is in what the PM has described as a global race for economic success. The educational qualifications body, Ofqual, wants performance in science practicals and laboratory work to be separately reported so that they do not affect a student's headline grade, under A-level reforms due after 2015. In a letter to Ofqual – copies of which were also sent to Cameron, business secretary Vince Cable, Gove, universities minister David Willetts and cabinet secretary Sir Jeremy Heywood – Walport writes: "There is a risk that the proposed arrangements will lead to a further downgrading of practical skills, as colleges and schools conclude that theory is all that matters to get a good grade." Walport was writing as co-chairman of the Council for Science and Technology (CST), the prime minister's strategic science advisory body, on which some of the country's most eminent scientists sit. In the letter, he says the CST was already concerned that pupils were not being well enough prepared for undergraduate science courses. The latest changes could be a big blow to students' skills base.

From 2017, when the first new A-level results are due, Ofqual proposes that outcomes of practical assessment should appear on pupils’ certificates but not contribute to the overall grade.

Walport, a medical scientist whose research has focused on immunology and the genetics of rheumatic diseases, writes: "We were very concerned to see that, under your proposal, practical skills will not contribute to a candidate's overall grade in A-level physics, chemistry and biology. "We understand that this is to address the current malpractice whereby teachers tend to give their students over-inflated marks for the practical component of these A-levels. We understand that the proposal is to show a separate, teacher-assessed grade for practical skills, alongside the main grade. “Universities handle a large number of applications, and will find the complexity of a two-grade system difficult. To simplify matters they are likely to concentrate on the main grade and overlook the practical grade. In any case this grade will be of little use unless teachers' malpractice is addressed by exam boards." Sir John Tooke, head of the school of life and medical sciences at University College London, who also sits on the CST, recently told The Observer he was concerned that students' understanding of theory would be damaged if practicals lost their edge. He said: "Experimentation is core to the scientific method. There is a clear sense that reducing exposure to practical classes that are designed to inculcate the requisite skills, rigour and approach would damage the student's understanding and development. "To achieve these aims practicals need to be more than 'recipes' but rather challenge the students to pose research questions and design and execute the means to answer them." In a response to Walport's letter, Ofqual said it would consider his points ahead of any firm decision on A-levels. Glenys Stacey, the chief regulator, added: "Any school that concluded that theory was all that mattered would be wrong. Their students would not receive a rounded scientific education. “They would not have the practical experience to help them in demonstrating their understanding of experimentation in the exams, and they would be more likely flounder in the practical assessments." In its discussion document making the proposals last year, Ofqual stated that internal assessment of practical work showed significant weaknesses, with teachers often awarding similar marks to pupils who received varying grades in A-level examinations. Ofqual also argued that many schools struggled to teach a wide range of skills, while the proposed A-level regime would still examine practical work carried out by pupils. Experts agree on the need to re- think ways of assessing the A-level practical and changes need to be piloted before being introduced”. The Confederation of British Industry stated in its submission that removing practical skills from A-level grades was "a significant step backwards and could undermine employer confidence in the qualification. It would be wrong for a student to receive a top grade in a science subject without displaying strong, relevant practical skills". Tracey Griffin, Head of A-levels Studies at one of the UK’s largest FE Colleges, Bournemouth and Poole, operates three A-Level practical laboratories supported by a single technician and a materials budget of £3,000 per year. Tracey recently put in a bid to upgrade the Physics laboratory at an estimated cost of £25,000 and two years ago she bought £8,000 worth of new equipment to support 80 A-level science students. She is a staunch advocate for A-Level laboratory work and her many years’ experience have convinced her of its power to enthuse science students. She said: “Many students have such poor practical skills and so few opportunities to put their knowledge into action. I meet students who cannot pour liquids and measure accurately. They cannot use a syringe, do not know how to respond when required to use precise or expensive equipment. There are students who have always stood back and watched others.” “They need to learn to work both independently and with others and be responsible for outcomes. Practical work teaches skills which are vital in the workplace. “As for allegations of abuse and even cheating, the same could be said for course work if you think about little bits of help from the teacher. Practicals do take place at different times, so in terms of sharing information between students, I suppose it is possible but there are a number of different projects to choose from and it is a “practical” so it is not about knowing an absolute answer. It’s about the key skills and discipline of writing-up the observations. Carole Parker, who heads the A-Level Science Team at the College said the thinking behind the need for practicals in A-levels science had never really been questioned like this before. “Interestingly, the current A-level Chemistry was developed with the help of the Royal Society of Chemistry & GlaxoSmithKline with 'an increased emphasis on understanding and application, rather than recall'  and that is a direct quote from OCR Exam Board's introduction to the syllabus,” She said. “Everyone knows in Chemistry it is getting harder to get a good grade. The country is crying out for more scientists so it’s surely time to reflect this in funding and now they want to downgrade the marking of the practicals. It makes you wonder what are the real priorities?” Tracey added: “It is good to see GCSEs being reformed in the sense that it should prepare children better for A-levels. All science teachers want is for practical work to be assessed properly and weighted fairly in the marking system and that the students who receive that assessment have a really good understanding of what they can do. Honestly if the practical is difficult to administer then change it, don't abandon it from counting for anything.” Author Dermot Martin is a writer on chemistry and Media Consultant for the Bournemouth & Poole College in Dorset