Eleven Plus Controls

After the Second World War, when the eleven plus was being established, the education in England was vastly concerned with the separation and distribution of powers between the central government, and local authorities, and schools. The eleven plus was just one of many initiatives trying to offer the best possible education to the widest possible number of pupils.

When later Governments brought in the National Curriculum it was believed that it could combine higher standards with better management of resources. A school’s results could be recorded and measured with elements and degrees of uniformity. It became possible to compare schools within authorities – and indeed parents could even compare the effectiveness of different local authorities.

The Government of the time did not want a comprehensive testing and assessment service. Their plans, however, were attacked. Today the standard assessment tasks (SATS) are still under heavy criticism. We have seen, for example, the forced abolition of SATs for fourteen year olds. The eleven plus examination, however, has persisted. The SATs tests tried to offer formative as well as summative assessment. The Eleven Plus, however, is different. It is a battery of tests conducted over a few days, at set times, regardless of the weather, how a child is feeling and the amount and degree of preparation.

The present eleven plus examination is, however, set by the market. Parents want to feel that their child has been well prepared and has gained enough insight and knowledge to be able to do full justice to the demands of the examination. For some parents the golden goal is measured by how many papers their child has worked through.

Somewhere along the line the eleven plus may possibly be supposed to be able to bring into line a bright child’s rights and educational needs. After all, the eleven plus is supposed to be able to cater for many bright children sitting the same examination. There is still some degree of uniformity of the nature of the eleven plus. At a highly practical and pragmatic level children writing different eleven plus examinations have to be prepared in slightly different ways.

Parents can not call upon the government to act to develop a level playing field. Would any parents offer the consoling words: “If you can’t stand the fat, keep out of the kitchen?”

Other parents may argue, “If you think the eleven plus is unfair then leave the conversation.”

In one sense it is great to be outside of the control of central government. In another sense, firm and fair direction may help to deliver a more level playing field.

Comparing Eleven Plus Results

There is a phrase which must be on the lips of almost every eleven plus parent.

We all know that there is a temptation, at times, to compare the score of the previous eleven plus paper against the current offering.

“Well dear, you achieved 68% last time and 72% this time. This is great progress. I am so pleased with you. This is definitely reward time.”

“Why thank you mother.”

“If you can describe how to work out the percentage increase you will qualify for a great reward.”

“That is easy. I take the 68% from the 72%, put the answer over 68 and multiply by 100. This is the percentage increase. O.K.?”

This is called an `ipsative assessment’. This is where you give your child feedback about progress. A slightly different use of ipsative tests is to try to encourage a candidate to make an answer. This could be useful at home – because parents are not trying to compare the scores of their child with those of other eleven plus candidates. If their child’s score is better than the rest then a parent will want to keep quiet so as not to antagonise others. If the score is not as good then a parent will burn with a need to help their child improve.

One view of the eleven plus must include the thought that some eleven plus children have to beat other children to win a place in a grammar school. This then raise the spectre that some eleven plus children are actually in a competition! Ipsative tests are not designed to promulgate competition. An ipsative assessment, however, can be vastly rewarding to parents as they encourage their child to do as well as possible.

It would be one for the playground gossip if you could slip in the comment that you and your child worked through an ipsative assessment with positive results! Think of the kudos as you explained the implications. (Playground guru?)