Monday, September 15, 2008

British middle school graduates with the spelling skills of seven-year-olds

Pupils can gain a good GCSE in English despite being unable to spell basic words, according to a report. Many were awarded at least a C grade - considered a decent pass - even though scripts were littered with errors, it is claimed. Some teenagers were unable to spell there and where - words the average pupil is expected to master at the age of seven. Pupils were also awarded B grades despite spelling words such as finally with one "l" and failing to appreciate the difference between woman and women.

Researchers from Cambridge Assessment - one of the country's biggest exam boards - analysed spelling in 60 English papers. Three per cent of all words were wrong, rising to one-in-14 among teenagers awarded a G grade, they said. Some words were so badly spelt that researchers had problems working out what they meant. In one script, gorgeous was spelt "gourges", anxious came out as "angshuse" and familiar became "formiler". In other examples, nervous was spelt "nufse", thought became "faunt" and talk "torck".

The disclosure comes just days after a leading academic called for an overhaul of the English spelling system to allow irregularities to be accepted. Professor John Wells, from University College London, said that forcing pupils to memorise irregular spellings was holding many back in the classroom.

But Ian McNeilly, of the National Association for the Teaching of English, said too many schools were forced to ignore bad spelling in tests to inflate pupils' overall marks. "I am not saying that we make spelling a huge priority over understanding, analysis and interpretation," he told the Times Educational Supplement. "But students should be able to spell securely. It's an ongoing battle that isn't helped by wider society."

In the latest study - presented to the annual conference of the British Educational Research Association - academics analysed papers taken by students in 2004. They were able to present a detailed breakdown of the number of spelling mistakes by grade. Around four per cent of all words in papers graded an F were incorrect and more than two per cent of spellings by C-grade candidates were wrong.

Most common mistakes surrounded uncertainty over double letters. Spellings such as "allways", "quiettly", "untill" and "stoped" were common errors. Many pupils confused new and knew - and failed to spot the difference between too and to. Some teenagers were unsure about when "h" followed "w", using phrases such as "I whant", "he whas" and "we where".

Basic rules of primary school spelling were also forgotten by GCSE candidates. This led to misspellings such as "slightley", "angrey" and "comeing". Researchers said many errors came down to pupils' speech patterns, with some substituting -ing for -ink, producing words such as "somethink" and "nothink".

It comes amid on-going concerns over spelling standards among young people. Last month, one academic said that standards of spelling among university students were now so bad that lecturers are being urged to turn a blind eye to mistakes.

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Girls at British single-sex schools outperform co-education pupils

There have been a lot of findings elsewhere to this effect but socio-economic differences might be part of the explanation

GIRLS attending single-sex schools far outperform their contemporaries in mixed education, an analysis of government data have found. The research by the independent Girls' Schools Association (GSA) shows that this year 56.7% of their member schools' A-level results were at grade A, compared with 48.9% at coed independent schools. At GCSE the margin was wider still, with 68.5% marked A or A* compared with the mixed figure of 54%.

The research, based on figures from the Department for Children, Schools and Families, reflects a trend that has been apparent for at least the past four years. In recent decades single-sex education has declined in popularity, with the number of schools falling from nearly 2,500 30 years ago to about 400. In the past decade alone, some 120 independent schools have gone co-educational.

Some of the best-known former boys' schools, such as Wellington and Uppingham, are now mixed, although others, including Eton and Winchester, have remained boys-only.

Girls' schools have been more likely to resist going co-educational. Advocates of the system believe that in mixed classes girls are more likely to be inhibited and reluctant to voice their opinions openly. Girls in single-sex schools are also more likely to take A-level subjects which in mixed schools have traditionally been seen as the preserve of boys, such as science and maths.

Last year, 72.5% of pupils in the GSA schools won A grades in maths A-level while the figure was 64.9% for girls in their mixed equivalent. The national figure was nearly 30 percentage points lower. Separate research by the Girls' Day School Trust, an independent chain, has found that the proportion of their pupils taking science subjects at A-level is more than double the national average. Vicky Tuck, president of the GSA and principal of Cheltenham ladies' college, said girls schools "have a brilliant track record in helping pupils attain".

However, Richard Cairns, headmaster of the mixed Brighton college, said boys and girls complemented each others' learning. "Boys will focus on what's going on in the killing fields, and girls will think, `What's the impact [over] the next 40 years when there's no father at home?' "

Rebecca Ogilvie-Smith, from Oxfordshire, who last month scored top grades in all her AS-levels at Cheltenham - while also winning top grades in her French A2- said attending a single-sex school had taken off "a certain pressure" which the presence of boys can bring. "There is a very intense feeling of community and it is not judgmental," said Ogilvie-Smith. "Your focus is not on how you look."

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