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Examination Bias

Normal Curve graph


Performances of populations of all living things, grass, microbes, insects, apes or humans, will match this curve.  That is, when the population is tested for any attribute or ability, and - of course - if the test is fair.

[NOTE 2 A 'real' population will have slightly more at G-, and G level due to accident, trauma and early damage.]

Figures for human IQ percentages follow the Normal Curve, and are displayed at intervals - labelled "Fair Test" - in results below.

These results are for the British "General Certificate of Secondary Education" and GCSE `A-level'.  An annual examination - its grades determine which candidates go on to college (university) education.




GCSE and A-Level results for 1992

Grades (percentages)

Subject

Total No

G-

G

F

E

D

C

B

A

A+

Fair Test"



3.5

7

14.5

25

25

14.5

7

3

0.5

Art & Design 214425 4 9.6 14.5 19.2 22.6 15.6 13.9
Bus. Studies 97282 4.7 11.3 16.4 19.5 20.9 13.6 12.5
Latin 13286 0.5 0.9 2 4.2 10.7 20 61
Greek 1284 0.4 0.2 1.5 3.3 8.1 15.3 71.1
Classic Civils 4775 4.7 4.4 7.4 10.8 21.3 26.5 23.6
Comp. Studies 45057 7.2 11.6 14.8 17.9 21.9 13.8 9.5
CDT 149448 149448 6.4 13 18.2 19.3 18.4 13.4 9.1
Economics 19787 4 8.3 12.9 18.1 24.2 18.7 11.8
English 641937 2.1 6.7 13.5 22 28 17.7 9.6

"Fair Test"



3.5

7

14.5

25

25

14.5

7

3

0.5

English Lit 450282 1.6 5.9 12.8 20.1 27.2 19.9 12
Home Economics 116446 6.1 12.3 18.2 20.7 19.9 13.4 7.3
Geography 268235 5.5 10.2 14.4 17.8 20.1 16.6 13.5
History 207395 5.4 9.7 12.6 16.6 20.8 18.6 14
French 300876 8.4 13.2 13.2 16.5 15 12.9 19.1
German 98930 5.9 10.3 11.3 15.8 16.8 16.2 22.8
Spanish 29245 5.3 10.8 10.2 12.7 14.3 16.1 29.7
Mathematics 556199 4.8 11.7 17.5 17.7 25.9 10.5 9
Music 32712 32712 3.6 7.2 10.2 14 21.4 21.9 20.9
Rel. Studies 95846 6.3 10 12.9 15.1 20.7 18 14.2
Biology 103247 3.8 7.5 11.6 17.4 25.4 16.8 15.5
Chemistry 72214 2.7 5.2 9.3 14.3 25.4 23.4 18.9
Physics 78275 2.4 5.3 9.4 15.4 25.7 19.5 21.5
Science 572327 5.6 11.2 16.5 20.5 22.3 12.2 9.4
All sciences 826062 4.8 9.6 14.6 19.1 23.3 14.5 12.1
Mod. Langs. 435825 7.6 12.3 12.4 16 15.3 13.9 21.1

"Fair Test"

3.5

7

14.5

25

25

14.5

7

3

0.5





They seem confusing at first but when we examine them one subject at a time we can see that various patterns emerge.

Normal Curve graph



Curve moves to the right if test is EASY, easy test graph i.e.more candidates get HIGH grades;

and to the left if test is HARD.hard test graph i.e. more candidates get LOW grades

BUT - if the curve is mis-shapen then part of the population is being tested differently, i.e. some form of cheating is going on.



In subjects perceived as demanding but non-prestige, ie Home Economics (linkback here) and Computer Studies (linkback here) the results tend to be more or less normal, but in more prestigious subjects, i.e. Biology, Chemistry and Physics (linkback here) there is a definite bulge in high pass marks.

This is visible even in Mathematics and English Literature (linkback here).




Prestige subjects tend to be emphasised in elite schools - i.e. private fee paying schools.  One could be excused for thinking, as erroneously claimed by elite's Social Darwinists, 'that the children of the rich might be brighter'.

However results for subjects that are practically exclusive to elite schools show the reality:- thus in Latin, Greek, Classic Civilisations (linkback here) it is clear that testing is up to 7 to 10 times easier than the "Fair Test".

Outcomes are very different for "democratic" subjects :-

Computer studies computer studies ie. 'fair' - 9.5 % got A pass

compared with "elite" subjects:-

Greek greek ie. 'easy' - 71.1% got A pass


Inevitable conclusions :-

1 - elite schools get preferential treatment.  Quite dull candidates from elite schools are given high passes. See hierarch.txt & devices

2 - high grade non-elite candidates are being cheated out of high passes they deserve, but which are awarded to low grade elite candidates.

3 - all non-elite candidates are suffering lower grade marks as a result.

[National exam boards annually adjust marking standards to ensure only the `required' number of candidates get passing grades.]




If you have tables of British national or local results, either pre-GCSE, GCSE or further, OR other nation's figures, check them out yourselves for fairness.

N.B.  `Perceptions' editor (me) was in contact with a major British broadsheet, a national newspaper with an education remit.

An education contact on that journal admitted that although they lacked the will to make similar analyses, they have received inside information proving that elite schools have been receiving preferential examination treatment in prestige subjects.

She quoted specific cases of elite schools cheating in English Literature exams.

But she could not explain why her newspaper was not exposing or campaigning against this corruption.


As she is ruled by self-interested editors see refer and proprietors, we didn't feel we should criticize her for their failings.



IN UK YOU CAN NO LONGER CHECK ANNUAL RESULTS, WHICH HAVE PREVIOUSLY BEEN PUBLISHED IN FULL - AS SHOWN ABOVE;
SINCE WE PUBLISHED, AND NOW (2008), THE ELITE SUBJECT RESULTS ARE MOSTLY `SECRET' - I.E. THEY ARE USUALLY REDACTED / CENSORED FROM THE RESULTS PUBLISHED IN THE NATIONAL PRESS.



WHY?

FROM THEIR REACTION YOU COULD BELIEVE THAT THE CORRUPTION WAS KNOWN ALL ALONG BUT IS NOW PURPOSELY KEPT SECRET




UPDATE Sept. 2007 - Admission that `universities still cheat to favor the elite'.

UPDATE 2008 - "The weight of evidence suggesting that the public exam system, as a whole, has become corrupted is now impossible to ignore" - `The Independent' 21 August 2008.

UPDATE Nov 2008 - `Nearly half of Cambridge University students cheat, according to a survey'



INVESTIGATE
ANALYSIS

`Perceptions'
DETECTION

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EQUATION




Estimate:-

junking 33% of the curriculum - so removing misinformation and ending 'curriculum rush';

reintroducing valuable non-classroom subjects - music, sport, PE, drama, swimming, private reading / private study etc - to the school week;

scrapping homework completely - to prevent damaging class-bias and discrimination;

would substantially improve characters and academic outcomes!






UK's MULTI-EXAM SYSTEM

Why do UK politicians seem always to choose, initially anyway, the most harmful and inefficient methods and systems?

By 2006  - UK's intensive multiple exam system has had the effect of making `valuable' - so far as selfish teachers and heads are concerned - only those students pretty well guaranteed to achieve good passes in certain `academic' subjects.

At all stages the others are deemed `worthless' - by selfish teachers and heads - because the league tables are biased toward pre-selection.

So, at all stages they tend to be abandoned - by selfish teachers and heads - whilst in reality they are most important students of all.  They are our future - both as work-force and voters! * - **

I suspect politicians purposely make those `erroneous' choices because they are hand-in-glove with a civil-service ruled by greedy dishonest elitists, and need to preserve privilege and corruption for their own advantage.
Which is why we see this faked `incompetence' in all matters:-  of local & nat'l infrastructure, education, taxation, law, policing and of the electoral system itself. ***








"Can we truly expect that those who aim to exploit us can be trusted to educate us?"

Eric Schaub



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