27/11/2023
Writes Graeme Harrison, Head of Impact Operations at Cambridge University Press & Assessment.
“We recently set out to measure the impact of our B1 Preliminary for Schools qualification, by talking to teachers and students across five countries. B1 Preliminary is an important exam in schools across the world because it shows students have mastered the basics of English. We spoke to groups of students in Brazil, Japan, Vietnam, Spain and Italy and gathered their opinions through specially designed surveys. All the students were preparing to take the exam in around a month, so it was a great time to ask them about their perceptions of the exam and their experience of preparing for it. As teachers play such an important role in the learning process, we asked their opinions too.
For students, our study looked at how engaged they were with learning, how motivated they were and whether their English had improved since working towards a B1 Preliminary, whereas for teachers we focused on the impact the exam had on their whole approach to teaching, along with their views and opinions on student engagement and performance.
Encouraging results
The results were really encouraging across the board, and it was clear that our B1 Qualification was viewed as a positive influence on learning and teaching by the vast majority of those who participated in the study.
Students felt preparing for the test supported their learning of English, particularly in the areas of speaking and listening. If we look at the figures, they speak for themselves, with 93% of learners saying they felt they had improved their English as a result of preparing for the exam.
It was also fantastic to hear that 94% of learners said that it was important for them to do well in the exam, and 93% of candidates reported that the exam would be useful for them in the future. Both findings suggest that learners are motivated to do well in the exam, and that they understood it could help them achieve their life goals, such as accessing further study or employment.
Teachers found it useful too!
Teachers were also very positive about B1 Preliminary, and they reported that the qualification was helping to improve their students’ confidence. They also felt that the exam supported various aspects of their teaching.
Introducing an exam into the school system seemed to help teachers to think more clearly about learning goals, and plan and structure their lessons. Again, the figures speak for themselves with 91% of teachers saying that the exam assisted them to define learning objectives and outcomes for their students. Furthermore, an impressive 93% of teachers said that introducing B1 Preliminary into the class helped them to structure and plan their lessons, and 93% said that the exam positively influenced their choice of learning activities.
Why we carry out this type of research.
This type of research helps not only to identify and communicate the benefits of our exams, but it also helps us to recognise areas which can be improved. One of the things that we spotted from this study was how motivating and interesting the topics in the exam are scored lower than other areas. This finding is something that needs to be researched further but will ultimately help to improve the exam for our learners.
The one big takeaway for me was just how much teachers valued the introduction of Cambridge English into the classroom, particularly when it came to planning and structuring classes. Effective teaching is so important for improving English levels around the world, so this was a key finding. Although the teachers spanned five countries, there was a consistent feeling that Cambridge English provided them with a framework and clear learning goals. This can only be a good thing.”
Graeme Harrison, Cambridge University Press & Assessment