Infographic: Why Do Teachers Change Exam Boards?

At VoicED we like to keep up to date with what’s going on in the wider world of education, and with only a day to go before the release of A-level results in the UK, we decided to utilise our VoicED Panel – one of the UK’s best-known teacher panels – to run a quick poll to gather some qualitative feedback about teachers’ experiences of changing exam boards.

The results are presented in a neat infographic below  – courtesy of our in-house data visualisation specialist (click to expand)  – and we discuss some of the key takeaways for exam boards below. This can also be accessed as a PDF document, should you prefer this format: Why Do Teachers Change Exam Boards?

Infographic: Why Do Teachers Change Exam Boards?

It should be noted that this is intended as a more qualitative style piece of research, and thus the base size of 25 is more indicative than it is representative. However, we feel there are some key takeaway points for exam boards from this piece of research.

1. It is not perceived as that hard to change boards. This surprised us to some extent, given that teachers would have to learn a new syllabus and create new resources to a degree, to fit in with the focus of the new examination body.
2. Boards can’t keep everyone, not matter how good their customer service. Whilst attaining better results and ensuring exams were more suited to their learners’ styles and preferences were key motivators for teachers moving boards, ‘other reasons’ were widely cited. One respondent even suggested that changing board added variety to their teaching diet, whilst others see the change as exciting.
3. Accuracy and reliability are the key elements. Not surprisingly, accuracy of marking and reliability of marking are key reasons that respondents moved exam boards, followed by the quality of customer service.

Whilst point two suggests that exam boards are still likely to see some degree of customer churn regardless – due to teachers wanting a change, new personnel arriving in the department or the impacts of policy – point three suggests that much of the decision still remains in boards’ hands.

The quality and accuracy of marking, and the standard of customer service received, are all things which are very much within the realms of control for exam boards.

For further information on this research and to have a discussion with us about how we might be able to help you please contact Elliot Simmonds or Kate Slater, via 01663 761 292.