STUDENTS’ VIEWS OF STRETCH AND CHALLENGE IN A-LEVEL EXAMINATIONS

Oct 20, 2026

A study examines how students perceive “stretch and challenge” in A-level examinations, following England’s policy shift that introduces varied question styles intended to increase engagement, broaden thinking, and develop higher-order skills. It investigates reactions to specimen papers, including layout, question types, and content coverage, alongside how students prepare for exams, experiences of difficulty, and the roles of motivation and stress among high achievers. Findings are discussed with reference to policy implementation guidance, examiner question demand, and gifted and talented considerations.

LanguageEnglish

CategoryExam

FormatPDF

Pages41

Reading Time1 h 43 min

AccessFree to download

Executive Summary

Introduction

Stretch and challenge policy

Policy implementation guidance

Can examiners write questions at a particular level of demand?

Motivational effects of external assessments

Methodology

Sample

Materials

Procedure

Analysis

Findings

Students’ reactions to the stretch and challenge specimen papers

Examination preparation

Motivation and stress among high achievers

Challenge in examinations

Discussion

Conclusion

References

Appendix A Recruitment e-mail

Appendix B Interview schedule notes

Appendix C Consent form

Appendix D Information sheet

Appendix E Pedagogical approaches to exam preparation

STUDENTS’ VIEWS OF STRETCH AND CHALLENGE IN A-LEVEL EXAMINATIONS Jo-Anne Baird, Suzanne Chamberlain, Michelle Meadows, Lucy Royal-Dawson, & Rachel Taylor March 2009 Contents 1 Executive Summary......................................................................................................................... 3 2 Introduction ...................................................................................................................................... 4 2.1 Stretch and challenge policy..................................................................................................... 5 2.2 Policy implementation guidance ............................................................................................... 5 2.3 Can examiners write questions at a particular level of demand?............................................. 6 2.4 Motivational effects of external assessments........................................................................... 8 2.4.1 The motivational impact of formulaic, narrow assessment ............................................... 9 2.4.2 The motivational impact of challenge and extended writing ........................................... 11 2.5 Assessing gifted and talented students .................................................................................. 12 2.6 Students’ and teachers’ views about A-levels ........................................................................ 14 2.7 The current study.................................................................................................................... 15 3 Methodology .................................................................................................................................. 15 3.1 Sample.................................................................................................................................... 15 3.2 Materials ................................................................................................................................. 16 3.3 Procedure ............................................................................................................................... 17 3.4 Analysis .................................................................................................................................. 17 4 Findings ......................................................................................................................................... 18 4.1 Students’ reactions to the stretch and challenge specimen papers ....................................... 18 4.1.1 Layout.............................................................................................................................. 19 4.1.2 Question type and content coverage .............................................................................. 19 4.2 Examination preparation......................................................................................................... 22 4.2.3 Aspects of difficulty.......................................................................................................... 25 4.3 Motivation and stress among high achievers ......................................................................... 26 4.4 Challenge in examinations ..................................................................................................... 27 5 Discussion...................................................................................................................................... 28 6 Conclusion ..................................................................................................................................... 30 7 Acknowledgements........................................................................................................................ 30 8 Disclaimer .........................................................................................

FAQs

What is the “stretch and challenge” policy in A-level examinations meant to achieve?

It introduces different question styles in new A-level papers to foster engagement, broader thinking, and higher-order skills, rather than making overall exams uniformly more difficult.

How does the study evaluate students’ reactions to stretch and challenge specimen papers?

It examines responses to the specimen papers, including the layout and how question types relate to coverage of content and perceived levels of difficulty.

What relationship does the study discuss between motivation, stress, and high-achieving students?

It analyzes how stretch and challenge affects motivation and stress among high achievers, focusing on aspects of difficulty and perceived challenge within examinations.

Oct 20, 2026

Uploaded by Jordan Avery