Yesterday, after an excruciating three-week wait, it was the Education Services Charity Bake Off Final. I had made it through to the final after winning my heat (cheese and rosemary scones, if you must know) and I had been practising for my chance at winning the title ever since.
I was as happy with my cake as a novice baker could be, having opted for a chocolate and passionfruit cake, and eagerly awaited the results as the morning went on. By the time it came to 1pm, when colleagues from across the office gathered around waiting our Director to announce the winner, I was actually nervous.
I didn’t win. I didn’t expect to win – there were some amazing cakes on offer from some equally amazing bakers – but no one likes to lose do they? I spend the afternoon texting my husband about how I was never going to bake again and fanaticising about throwing my rolling pin away when I got home.
And I don’t plan on entering another baking competition; I didn’t like the waiting around for weeks not knowing what the result is going to be – yet this is exactly what so many 17 and 18-year olds are going through today.
Having sat their exams months ago, they have spent their summer nervously awaiting the results that will determine their future. Whether they go to university or not, and whether, if they do choose on university, that university is their ‘first choice’, or whether they have to go though ‘clearing’ (an awful process and even more awful word to use for it – surely there is a better way it can be done?*).
But there is no option for a university student to ‘never bake again’ – doing a degree is like a three-year baking competition. For the few students who do well in all of their assessments this is fine (read: smash the soufflé), but for the majority of students who struggle though at least some of their degree, the process of endlessly awaiting the next result is hugely detrimental for their wellbeing – and yet we continue to assess in this way.
As an adult, we don’t experience this same kind of stress. The wait to hear if you’ve been accepted for a mortgage, or if your latest paper has been accepted in to journal, is about as close as we come. But these are annual occurrences at best and, as adults, we have the experience of know we can always resubmit a paper or apply for a different mortgage. I wonder if we experienced the continual insecurity and nerves that students face around assessment that we would still choose to assess in this way?
One way to reduce this insecurity could be a move towards more formative assessments and less summative assessment may be one approach, or a move away from numerical grading may be another, but it is difficult to know what balance could be reached between keeping students motivated while still removing the carrot of a grade they are happy with.
So, while I’ll be hanging up my apron for the foreseeable future, I’ll be thinking of all the students starting in September (and coming back) who will be facing another year of blind bakes and wondering what we can do to help reduce the anxiety around results and assessments this causes.
*If this area interests you, I highly recommend this WonkHE piece on making university admissions truly inclusive – including two very viable recommendations.
Bristol Institute for Learning and Teaching