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Findings are discussed with reference to policy implementation guidance, examiner question demand, and gifted and talented 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difficulty.",{"name":69,"@type":60,"acceptedAnswer":70},"What relationship does the study discuss between motivation, stress, and high-achieving students?",{"text":71,"@type":63},"It analyzes how stretch and challenge affects motivation and stress among high achievers, focusing on aspects of difficulty and perceived challenge within examinations.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},620920,1792464749,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Chamberlain, Michelle Meadows, Lucy Royal-Dawson,  \n& Rachel Taylor  \nMarch 2009  \nContents  \n1 Executive Summary......................................................................................................................... 3  \n2 Introduction ...................................................................................................................................... 4  \n2.1 Stretch and challenge policy..................................................................................................... 5  \n2.2 Policy implementation guidance ............................................................................................... 5  \n2.3 Can examiners write questions at a particular level of demand?............................................. 6  \n2.4 Motivational effects of external assessments........................................................................... 8  \n2.4.1 The motivational impact of formulaic, narrow assessment ............................................... 9  \n2.4.2 The motivational impact of challenge and extended writing ........................................... 11  \n2.5 Assessing gifted and talented students .................................................................................. 12  \n2.6 Students’ and teachers’ views about A-levels ........................................................................ 14  \n2.7 The current study.................................................................................................................... 15  \n3 Methodology .................................................................................................................................. 15  \n3.1 Sample.................................................................................................................................... 15  \n3.2 Materials ................................................................................................................................. 16  \n3.3 Procedure ............................................................................................................................... 17  \n3.4 Analysis .................................................................................................................................. 17  \n4 Findings ......................................................................................................................................... 18  \n4.1 Students’ reactions to the stretch and challenge specimen papers ....................................... 18  \n4.1.1 Layout.............................................................................................................................. 19  \n4.1.2 Question type and content coverage .............................................................................. 19  \n4.2 Examination preparation......................................................................................................... 22  \n4.2.3 Aspects of difficulty.......................................................................................................... 25  \n4.3 Motivation and stress among high achievers ......................................................................... 26  \n4.4 Challenge in examinations ..................................................................................................... 27  \n5 Discussion...................................................................................................................................... 28  \n6 Conclusion ..................................................................................................................................... 30  \n7 Acknowledgements........................................................................................................................ 30  \n8 Disclaimer .........................................................................................","cbCaipybJn7HlXOP","https://ap.wps.com/l/cbCaipybJn7HlXOP","pdf",772004,41,"English","# Executive Summary\n# Introduction\n## Stretch and challenge policy\n## Policy implementation guidance\n## Can examiners write questions at a particular level of demand?\n## Motivational effects of external assessments\n# Methodology\n## Sample\n## Materials\n## Procedure\n## Analysis\n# Findings\n## Students’ reactions to the stretch and challenge specimen papers\n## Examination preparation\n## Motivation and stress among high achievers\n## Challenge in examinations\n# Discussion\n# Conclusion\n# References\n# Appendix A Recruitment e-mail\n# Appendix B Interview schedule notes\n# Appendix C Consent form\n# Appendix D Information sheet\n# Appendix E Pedagogical approaches to exam preparation","[{\"question\":\"What is the “stretch and challenge” policy in A-level examinations meant to achieve?\",\"answer\":\"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.\"},{\"question\":\"How does the study evaluate students’ reactions to stretch and challenge specimen papers?\",\"answer\":\"It examines responses to the specimen papers, including the layout and how question types relate to coverage of content and perceived levels of difficulty.\"},{\"question\":\"What relationship does the study discuss between motivation, stress, and high-achieving students?\",\"answer\":\"It analyzes how stretch and challenge affects motivation and stress among high achievers, focusing on aspects of difficulty and perceived challenge within examinations.\"}]","STUDENTS’ VIEWS OF STRETCH AND CHALLENGE IN A-LEVEL EXAMINATIONS | PDF",103]