Background to the Research

• While the Transfer Test (the 11+) has been abandoned as a selection test in the rest of the UK, it remains at the core of the NI educational system.
• This research was carried out to determine children's experiences of the test, with reference to factors such as how they are viewed in relation to their result and what it is like to wait on the result.
• The research aimed to add children's voices to the debate on the transfer test system.
  

Research Approach

• Eight Belfast primary schools, with a broad spread of grades and pupil opt-out rates (as found in the previous year), and from a cross-section of the religious, gender and class divides were selected.
• Focus group interviews were carried out, on three separate occasions, with groups of children selected by their teacher as: likely to obtain a certain grade - grade A, grade B/C, grade D, opt out children and those being tutored.
• Children's attitudes were also collected from their story writing on the topic of 'My experiences of the 11+'. Children were also given a general title (Thoughts on the 11+) on which to base a drawing.
• Finally, interviews were carried out with the primary seven teachers in the eight participating schools.
  

Main Findings

• Attitudes to doing practice tests were generally related to performance. Most children reported having made some improvement over time.
• In addition to school work, many children had to complete practice tests purchased by their parents. While some children found the tests exciting at first, this feeling gradually turned to one of boredom.
• Those children achieving low scores experienced low self worth. Other feelings described during the practice test stage include isolation and worthlessness, begrudging the sacrificing of play/leisure time and pressure - from parents, teachers and peers.
• A popular reason given for sitting the test was the chance to get into a 'good' school. Other reasons included the amount of work already expended on practice tests, public declaration of their intelligence and having at least a chance of passing.
• Most children indicated that their parents wanted them to sit the test on the basis of 'nothing ventured, nothing gained'. Some parents encouraged or gave little choice over the decision, while other parents were reluctant and their child appeared the active decision-maker.
• Some parents used incentives and rewards, while others used sanctions or punishments in attempts to ensure hard work. The use of tutors was another way of trying to maximise chances of success. Children's feelings ranged from appreciation to pressure and apprehension.
• Many children had only hazy recollections of the role played by their teachers in their decision to do the 11+, but the majority did feel that the teachers did not play a direct role in the decision. Generally, teachers were seen as supportive.
• Many children reported experiencing mental and physical exhaustion following the decision to enter the exam.
• Some children decided in conjunction with their parents not to enter the test, as they felt there was no hope of passing and they were demoralised by their low scores in the practice tests. Some children wanted to go to schools that did not require a pass at the 11+, so saw no point in sitting it.
• The majority of children approached the exam with fear and uncertainty; the majority were overwhelmed that this was the real thing. The presence of an external invigilator and changes to room layouts heightened their apprehension. They experienced great feelings of relief following the second test.
• Children perceived the waiting time for results as very long and stressful. Parents were largely supportive during this time, but some children felt pressurised, particularly if they had older siblings who had gained 'A' grades. A number of children held unrealistic perceptions of their likely grades, and many children equated an 'A' with being smart and a 'D' with being stupid.
• Children's reactions to their results depended on the grade obtained, with most of the children obtaining high grades feeling euphoric and most of the children obtaining low grades feeling devastated. Again, there was evidence of unrealistic expectations, with many children being shocked at achieving a D grade. There was evidence of new friendships beginning to develop on the basis of test results.
• When asked, children tended to be very critical of the 11+ exam. Advantages they mentioned included the rewards it brought, strengthening friendships, preparation for future exams, as a reliable test of ability, as a challenge and means to track their success rate and as a means of gaining respect. Disadvantages included the stress and pressure involved, the consequences of failing, the sacrifices made during preparation, the fact that everything rested on one exam and the small range of marks between an A grade and a D grade.
• The pictures drawn by the children further underlined the mainly negative image held towards the 11+. They provide a range of negative images of the distress, worry and anxiety experienced by the children.
• Children generally agreed that some form of selection was imperative and inevitable, but many were in favour of abolishing the 11+.
• An overwhelming majority of children felt that their experiences and opinions need to be considered in the decision making process.

Conclusions

• While higher achievers held more positive views, even this group experienced high levels of stress. The majority of children felt the 11+ was unfair and unreliable.
• The current system encourages labelling of children - both by themselves and others.
• The research concludes with some recommendations:
  • children should be included in the formal decision as to whether they are entered for the exam;
  • children should open their own results letter, which should be written in both an age-appropriate and positive manner;
  • schools should hold a party on the results day for all the children in the year group;
  • teachers should openly address the issue of results;
  • steps should be taken to address the stigma commonly associated with grammar and secondary schools.