Abstract

This research contributes to the limited literature on the Grammar, Punctuation and Spelling (GPS) Test by examining its value for retention and application of knowledge to pupils’ writing, over a period of 10 years. It explores the disconnect between declarative knowledge and applied knowledge to writing, highlighting broader tensions between policy and classroom practice. Through an analysis of pupil GPS tests and writing samples at Key Stage 2 and 4, it shows that while the test improves metalanguage, it does not necessarily translate to improvements in written composition, a finding with implications for pedagogy, curriculum design and testing. If the purpose of the GPS Test is to improve decontextualised grammatical knowledge, then it could be considered a success. However, if its implementation is intended to raise writing standards, then much more needs to be done to address the disconnect between knowing grammar and applying it in meaningful ways to improve pupils’ writing. The paper calls for a reduction in metalinguistic knowledge taught at primary and more breadth across Key Stages 3 to 4.