Bridging the Gap: Developing Effective Revision Strategies to Support T Level Computing Learners in Tackling Core Exam Questions

Abstract

This paper presents a practitioner enquiry examining three revision strategies designed to improve T Level Digital Production, Design and Development learners' performance in written Core programming examination questions. Analysis of mock examination outcomes indicated that learners' difficulties stemmed less from programming knowledge than from limited assessment literacy and the cognitive demands of constructing structured written responses. The strategies were implemented over the course of one academic year and comprised paired peer marking, small-group collaborative discussion, and structured question analysis with guided response construction. The evaluation combined systematic classroom observations with descriptive analysis of successive mock examination outcomes. Findings suggest improvements in learners' interpretation of command words, response organisation, confidence, and independent application of examination techniques. The proportion of learners achieving a pass increased from 54% to 68%, providing quantitative evidence that complemented the qualitative findings, although some learners continued to require additional scaffolding. Overall, the study demonstrates that integrating Constructive Alignment, Assessment Literacy, and Cognitive Load Theory provides a stronger foundation for revision than content-focused approaches alone.

Keywords: T Level Computing, Assessment Literacy, Revision Strategies, Cognitive Load Theory, Constructive Alignment, Programming Education.

DOI: 10.7176/JEP/17-7-04

Publication date: July 30^th 2026