Abstract:High-Stakes exams, such as the General Certificate of Secondary Education (GCSE), have significant consequences for students and educators, which affects how teachers communicate to students about these exams. This study aimed to explore communications about exams, in the classroom. Observations were conducted within 30 lessons in a secondary school in the North West of England. Thematic analysis of the data produced four higher order themes: instructional practices, grade point, direction of message, and effi… Show more
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