ABSTRACT
The relationship between the process of learning in the classroom and public examinations at 16+ is both close and complex. Examinations reflect certain major priorities of state education yet appear to be in conflict with other values commonly espoused by teachers. At the same time, however, the examination system determines in very precise ways what goes on within the school and within each classroom — constraining the teacher and narrowing his options, looming as a dark threat to the pupil. 1 As the pamphlet by members of the London Association for the Teaching of English, English Exams at 16, has stressed: ‘Any examination in English embodies a view of language, however ill-defined, and conveys a view, however inarticulate, of how competence in language can be developed.’ 2 In preparing this article we have analyzed examination papers in English Language and English Literature in GCE O-level and CSE in order to get access to whatever Views of language’ these embody, including views about what constitutes an appropriate study of literature. 3 The point of looking into examination papers in search of a view or model of language is that a public examination is never merely a way of testing candidates, but is also a message about curriculum priorities. Examination papers, rather than syllabuses or examiners’ reports, were chosen for analysis because they offer to teacher and taught the most persuasive arguments about what model of the subject is appropriate, what should go on in lessons, what knowledge, skills and activities should be emphasized and what can safely be ignored.
