The impact of COVID-19 on A level students in England

Bhopal, Kalwant; Myers, Martin

doi:10.31235/osf.io/j2nqb

Cited by 9 publications

(11 citation statements)

References 1 publication

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“…These lead to enhanced employability outcomes and the ability for graduates to navigate their way in a volatile and rapidly evolving labour market. Moreover, we believe that authentic assessment can address the damage imposed by suggested grade inflation (Bachan, 2016;Stoebe, 2017), which is likely to have been exacerbated due to the impacts of the COVID-19 pandemic (Bhopal & Myers, 2020). Employers can thus gain a tangible benefit from participation and support in the authentic assessment process by helping to shape graduates to meet the current and future needs of the industry (Hinchliffe & Jolly, 2011).…”

Section: Discussionmentioning

confidence: 99%

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Manville

Donald²,

Eves

2022

GJSD

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The purpose of this paper is to explore whether embedding authentic assessment into the university curriculum can enhance the employability of business school students. Three research questions are addressed: (1) What is the rationale for authentic assessment in the curriculum?, (2) What are the opportunities for authentic assessment to enhance the employability of students?, and (3) What are the challenges of embedding authentic assessment into the university curriculum? The findings indicate that authentic assessment has the potential to increase the employability of students graduating from university business schools. The opportunity to develop human capital, collaborate with fellow students and solve real-world problems can help students to develop and signal their employability to prospective employers. However, lecturers and administrative staff require additional time to plan and deliver modules using this form of assessment. Students also need to be convinced of the benefits of the extra time investment if the module is not a compulsory component of their degree course. Our paper proposes that authentic assessment should be utilised to a greater extent by university business schools. The benefits of such an approach can transcend students, graduates, universities, organisations, and broader society. Directions for future research are also discussed to maximise the benefits of authentic assessment and seek to reduce the barriers to embedding authentic assessment in the curriculum.

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Section: Discussionmentioning

confidence: 99%

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Manville

Donald²,

Eves

2022

GJSD

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“…depression: 32% worse vs. 22% better; anxiety: 27% worse vs. 21% better; wellbeing: 30% worse vs. 25% better). These findings may relate to separate research that also reported mixed findings, with 21% of young people in England stating they were happy that exams were cancelled and 46% stating they would have preferred to sit their exams [ 54 ]. The negative impact of exam cancellations however was particularly noted by adolescents who were experiencing clinically significant symptoms.…”

Section: Discussionmentioning

confidence: 99%

Rates, perceptions and predictors of depression, anxiety and Post Traumatic Stress Disorder (PTSD)-like symptoms about Covid-19 in adolescents

et al. 2022

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Increasing evidence has shown that the Covid-19 outbreak, and subsequent school closures and exam cancellations that followed, has impacted adolescent mental health. The current cross-sectional study examined rates of depression, anxiety and Post Traumatic Stress Disorder (PTSD)-like symptoms about Covid-19 in adolescents and whether current or past mental health support, additional support in school, keyworker status, poorer household relationships since the outbreak of Covid-19 or reduced physical activity were associated with elevated levels of depression, anxiety or PTSD-like symptoms. Lastly, it examined perceived changes in mental health due to the Covid-19 pandemic, school closures and the cancellation of exams. A total of 899 adolescents (14–18 years) took part in the ’in isolation instead of in school’ (INISS) project. Findings indicated that older adolescents, females, those who currently or previously received mental health support or additional support in school and adolescents who reported poorer relationships at home since Covid-19 were more likely to meet clinical threshold levels for their mental health. Adolescents highlighted worsening of their mental health due to Covid-19 and school closures with mixed positive and negative impact of exam cancellations. Adolescents experiencing clinical threshold levels of depression and anxiety uniquely reported worsening of their mental health since the Covid-19 pandemic, school closures and exam cancellations. Understanding the rates, perceptions and factors associated with increases in depression, anxiety and PTSD-like symptoms in adolescents during the Covid-19 pandemic will inform national policy in supporting adolescent mental health and recovery from the Covid-19 pandemic.

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“…Following the official announcement of school closures and the cancellation of exams, we conducted a survey questionnaire with a total of 583 A Level students between April and August 2020 (Bhopal and Myers, 2020). Participants were recruited via social media platforms such as Twitter, Facebook and message boards such as Mumsnet and The Student Room.…”

Section: Methodsmentioning

confidence: 99%

The impact of COVID‐19 on A Level exams in England: Students as consumers

Bhopal

Myers

2022

British Educational Res J

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The recent global outbreak of the COVID-19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced that results were to be determined by teacher-assessed grades. This paper draws upon research conducted during this time with A Level students. It is based on a total of 53 Skype interviews with students who had their A Level exams cancelled, most of whom had ambitions to start university in September 2020. A number of striking findings emerged from the study. Students were well-informed about the changes to the A Level exam assessment and the impact structural inequalities were likely to have on assessed grades. White students and those from independent fee-paying schools were consistently more satisfied with the measures put in place to assess their grades compared to students from Black and minority ethnic backgrounds. However, all students-regardless of their background-identified patterns of unfairness which were based on structural inequalities. We conclude that these findings point to students adopting some of the attributes of the 'student as consumer', not by concentrating on choices associated with free market economies such as 'good value', but rather by identifying more ethical 'values' within education.

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The impact of COVID-19 on A level students in England

Cited by 9 publications

References 1 publication

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Rates, perceptions and predictors of depression, anxiety and Post Traumatic Stress Disorder (PTSD)-like symptoms about Covid-19 in adolescents

The impact of COVID‐19 on A Level exams in England: Students as consumers

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