Undermining Gender Stereotypes: examination and coursework performance in the UK at 16

Abstract

Gender‐related differences in performance are a major concern in the public examination system in the UK which is undergoing major changes in both subject content and assessment technique. This is particularly so because the pattern of gender‐related performance is also changing. The paper examines these changes and challenges some of the current assumptions about gender related performance. In 1992 The University of London Examinations Council (ULEAC) and The National Foundation for Educational Research (NFER) investigated the extent to which the structures and assessment techniques used within the General Certificate of Secondary Education (GCSE) actually amplify or reduce the gender‐related differences that exist in examination outcomes. Evidence was collected which suggested that coursework plays only a minimal role in explaining substantial differences in English and mathematics. Teacher and pupil expectations, entry policies and emphases within syllabuses seem to be more significant factors when accounting for the differences. The gender‐related patterns of performance in the GCSE are parallel to wider trends at an international level.