KS2 tests don’t harm pupil wellbeing say researchers
Key Stage 2 (KS2) tests taken by 10 and 11 year old children in England to assess progress in English and Mathematics do not seem to affect children’s wellbeing, according to new research from University College London (UCL).
The peer-reviewed study analysed data from around 2,500 children who live in England (where KS2 tests were conducted) and in Northern Ireland, Scotland and Wales (where they did not take place). The data was originally collected as part of the Millennium Cohort Study, and children were asked a series of questions on how they felt about themselves and their lives in the lead up to and weeks following the KS2 tests. For example, 24 per cent of school children in England said they felt unhappy about their schoolwork prior to the tests, compared to 28 per cent for children in the rest of the UK at the equivalent time. This figure did not significantly increase or decrease in the weeks prior to and after testing.
Overall the study found there was little difference in the wellbeing and happiness levels reported by the children regardless of where they lived and whether they took the KS2 tests or not. Additionally, among those who did sit the tests, there was no significant change in how they felt about themselves, their school or their family life in the weeks preceding and following the tests. Study author Professor John Jerrim, of the UCL Social Research Institute, commented on the study’s findings: ‘There is growing concern about the mental wellbeing of young people, including how this is related to national tests at school. However, the study found that happiness and wellbeing levels among children in England and the rest of the UK were very similar to one another and often overlapped.’
However, education unions were quick to point out that the study used data from 2012, arguing that this undermined the findings given the significant changes to both the curriculum and KS2 tests since then. Kevin Courtney, joint general secretary of the National Education Union, said: ‘It is important that we study carefully the impact of testing on children's wellbeing, and also on their learning. Unfortunately, the researchers have drawn conclusions about the future of primary testing based on analysis of the regime almost ten years ago.’ He suggested that the curriculum had ’radically changed’ since 2012, and there had been a ‘significant increase’ in the standard of work expected at KS2. ‘It would be much more helpful to study the impact of more recent testing.’ he concluded.
Responding on behalf of the NAHT union, general secretary Paul Whiteman said ‘Schools work hard to make sure that any formal assessments children are obliged to take are completed without feeling pressure or negative reactions, so it is pleasing to find that this report shows that schools are doing their job well in this regard. However, NAHT has long argued that there are too many formal tests and assessments during a child’s time at primary school. Given the crucial work schools are now doing to support educational recovery, which has undoubtedly had a negative impact on pupil wellbeing, NAHT is deeply disappointed to see the government proceeding with a full suite of primary assessments next year.’
Talking about the implications of the research for the future of KS2 testing, Professor Jerrim said: ‘The tests play a fundamental role feeding into school accountability metrics and our findings suggest they should continue in their current form for the foreseeable future. We need more high-quality research to better understand both the positive and negative effects these tests have on young people, especially in light of the challenges teachers and pupils have faced throughout the pandemic’.
Full study: https://tinyurl.com/vskpcad5