Are Essay-Based Assessments in Humanities Limiting Student Success?

History, geography and religious studies encourage students to think critically, evaluate evidence and understand the world around them. These are valuable subjects that develop analytical thinking and informed citizenship. However, in my view, the heavy reliance on extended essay writing in GCSE humanities subjects creates a significant barrier for many students. Too often, assessments measure a student's ability to write lengthy responses under timed conditions rather than their understanding of the subject itself.

The question is whether current assessment methods truly reflect what students know or whether they place unnecessary emphasis on literacy skills.

Knowledge and writing are not always the same

Success in humanities subjects requires students to demonstrate knowledge, analyse evidence and construct balanced arguments. These are important academic skills, but they are also closely linked to reading comprehension, vocabulary and extended writing.

Research from the Education Endowment Foundation (EEF) highlights the strong relationship between literacy and attainment across the curriculum. Students with weaker literacy skills often struggle to communicate their understanding, even when they have a secure grasp of the content.

Teachers frequently encounter students who contribute thoughtful ideas during classroom discussions but struggle to organise those same ideas into coherent essays within strict time limits.

As a result, examination performance may reflect writing ability as much as subject knowledge.

Essay-heavy exams create barriers for some learners

Extended writing can present particular challenges for students with dyslexia, slower processing speed, English as an Additional Language (EAL) or special educational needs and disabilities (SEND). Even with appropriate access arrangements, producing several sustained essays during a timed examination remains demanding.

Students who are passionate about history or geography may leave an examination frustrated because they were unable to communicate everything they knew before time ran out.

This can also affect confidence. Pupils who repeatedly receive lower grades because of written expression rather than subject understanding may begin to disengage from subjects they genuinely enjoy.

Assessment should challenge students, but it should not create unnecessary barriers that prevent them from demonstrating their knowledge.

Could assessment become more varied?

This does not mean removing essay writing from humanities. Constructing an argument remains an important academic skill and should continue to be taught.

However, schools and exam boards could consider a broader range of assessment methods. Shorter analytical responses, source evaluation, structured oral presentations, project-based work or digital assessments could all provide opportunities for students to demonstrate understanding in different ways while maintaining rigorous standards.

For example, a history student may explain the causes of the First World War confidently through discussion but struggle to write a four-page essay within an hour. The historical understanding is still present, even if the assessment method prevents it from being fully demonstrated.

A more balanced assessment model could reward both knowledge and communication without relying so heavily on extended essays.

Assessment should measure understanding

Humanities subjects are among the most important areas of the curriculum because they help young people understand society, culture and global issues. They should remain academically demanding, but assessments should accurately reflect students' learning.

In my view, the current emphasis on extended essay writing limits the success of some students who have strong subject knowledge but struggle with lengthy written responses. If assessment focuses too heavily on writing endurance, schools risk overlooking genuine understanding and enthusiasm for these subjects.

Exam boards should review whether the balance between subject knowledge and extended writing remains appropriate. By introducing a wider range of assessment methods while maintaining high academic expectations, humanities qualifications could become a fairer measure of what students truly know and can do.

Ultimately, the aim of assessment should be to capture students' understanding of the subject, not simply their ability to produce long essays under pressure.