With only five days left of the 2013 HSC
examinations, many have called into question the appropriateness of the NSW
state-wide test and the manner in which it is conducted. James Athanasou for
the Sydney Morning Herald (SMH) suggests that perhaps the “HSC has reached its
use-by date and risks stifling learning potential.”
If Australians are worried now about the
disadvantages of ‘teaching to the test’ in regards to standardized testing such
as PISA or NAPLAN exams, the HSC should be of the utmost concern as students
spend an entire twelve months focusing on nothing but a final exam. Athanasou
describes the HSC process as “causing collateral damage to a love of learning.
It transforms the best years of life into an educational marathon filled with
coaching and cramming.” Such external tuition is a service many buy into
however, it is evidently clear that this causes a disruption to the equality of
education with certain students receiving tutoring as well as regular
schooling, whilst other students are unable to afford such a privilege.
In 2011, Joel Reines told SMH,
“I’ve had three
tutors for five subjects this year…but no matter how much I am hothoused, my
tutors aren’t going to be sitting next to me in the exam room…being
over-tutored can mean that students may lose the ability to do their own
research, which is vital. Having information virtually fed to you on a platter
will only get you so far.”
Whilst some students strive as a result of
the extra tuition, personally I know it would not have worked for me, simply
because I prefer to be independent and believe that the most informative part
of the learning process lies in the research and the forming of one’s own ideas
and opinions.
This realization I believe highlights a key
point in the current debate against the HSC, that all students are different,
have varying learning styles and abilities, and therefore a diverse range of
testing is required. Students sitting their HSC, typically seventeen and
eighteen years of age, generally hate nothing more than being categorized into
a meaningless stereotype. Hopkins writes,
“Many everyday
assumptions and stereotypes about young people lead to assumptions being made
about them being rebellious, out of control, or a threat to the moral order of
civilized society. These stereotypes are reinforced through the agents of
socialisation – such as the family, school, the media, and the workplace – that
have exceptional influences…over how people live their lives.”
I know that I would have been horrified to
be cast into such a role as that which Hopkins described, simply due to my age.
The same applies to the education system. It is of no benefit to anyone to
categorise and stereotype how you believe a student should learn, should
comprehend, should respond. And yet, that exact uniformity is what is asked of
students in most HSC exams which is what has caused the reliance on
‘rote-learning,’ a separate issue in itself.
The HSC is trying “to be all things to all
people,” however, it is unfortunately failing miserably. Athanasou suggests,
“The HSC system is far too complex a solution for the educational problems it
is trying to solve,” and argues the need for an “HSC review.”
If the HSC is left as is, leaving students
overly stressed and feeling inept without external assistance, the education of
our high school finishing students will remain tainted by a twelve month stunt
in their learning process. The HSC has become little more than a numbers game,
with parents, teachers and students trying to crack the code to HSC success.
The HSC was recently noted as a “credential with integrity” (Board of Studies
chair), however, it is becoming increasingly clear that the exam which claims
it strives to appease all, is failing to recognise its major problem; its lack
of acknowledgement of students as individuals with their own identity, ideas
and opinions.
Athanasou concludes with his belief that “we
could do a far better job for all concerned.” I echo that statement and
conclude with the same hopeful sentiment that the call for reform will be
recognised, before too many more students experience the same inadequacies.
By Carly Fisher
References
Athanasou, J. 'HSC has reached its use-by date and risks stifling learning potential.' October 15, 2013. Sydney Morning Herald. http://www.smh.com.au/comment/hsc-has-reached-its-useby-date-and-risks-stifling-learning-potential-20131014-2viqu.html
Reines, J. 'Do Students Need Tutoring to Succeed in the HSC.' October 15, 2011. Sydney Morning Herald. http://www.smh.com.au/federal-politics/the-question/do-students-need-tutoring-to-succeed-in-the-hsc-20111014-1loyq.html#ixzz2jZwLrB5s
Hopkins, P. 'Young People, Place and Identity.' 2010. Routledge. pp. 9
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