Letter of the Day | Obsession with rankings not helping students

THE EDITOR, Madam:

I am writing to express my concerns about certain entrenched practices in the education system that may be failing students.

Recently, I reviewed an exam that was designed for students at my grade level. It was evident that many of them lacked the skills to meet the exam’s demands. I raised my concerns, proposing a more accessible approach or alternative assessment. However, my suggestions were dismissed, and the exam proceeded. Predictably, a large number of students performed poorly.

This is symptomatic of a broader issue: some educators are too focused on maintaining past methods, expecting students to either ‘sink or swim’. Instead, we must focus on meeting students where they are and helping them progress.

Another example of this disconnect is evident in how we assess students. Consider a recent literature exam where students were required to analyse poetry through short-answer questions. Many struggled, but instead of addressing their difficulties, they were then asked to write a full essay on a similar topic. This approach is counterproductive. The solution here should have been to focus on reteaching the skills needed for short-answer responses and retesting to see improvement. Once students show progress, longer tasks like essays can be introduced. This would give students the confidence and tools needed to succeed, instead of setting them up for failure.

Too often, educators rely on the presence of notes in a student’s book as ‘proof’ that the content was taught and understood. If most students fail an assessment, it should signal that reteaching is required before moving on to new topics. Content in a notebook does not equate to knowledge in a student’s mind.

There have been instances where teachers instruct students not to sit exams, or even request that the school send those students to different centres or evening schools. This focus on reputation over student progress is disheartening.

The obsession with rankings and pass rates must not overshadow the core purpose of education: to nurture growth, foster understanding, and prepare students for life. Schools must prioritise building strong foundations, meeting students where they are, and celebrating incremental progress. Parents also play a crucial role in this process by regularly checking their children’s work, monitoring their progress, and engaging with teachers long before report day.

TEDDENSE THOMAS