{"id":55506,"date":"2021-01-12T08:00:27","date_gmt":"2021-01-12T16:00:27","guid":{"rendered":"https:\/\/world.edu\/?p=55506"},"modified":"2021-01-11T11:34:43","modified_gmt":"2021-01-11T19:34:43","slug":"a-level-and-gcse-cancellation-a-missed-opportunity-to-rethink-assessment","status":"publish","type":"post","link":"https:\/\/world.edu\/a-level-and-gcse-cancellation-a-missed-opportunity-to-rethink-assessment\/","title":{"rendered":"A-level and GCSE cancellation: a missed opportunity to rethink assessment"},"content":{"rendered":"

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\nGCSE and A-level exams in England\u00a0have been cancelled<\/a>, opening the door to a repeat of the confusion that marked the award of grades in 2020.<\/p>\n

The cancellation of exams in March 2020 in England was followed by the realisation that an algorithm created to moderate the data provided by schools had led to significant reduction in final grades for many thousands of students. This debacle led to a crisis in\u00a0public trust<\/a>\u00a0in national testing systems in England.<\/p>\n

The students most likely to be disadvantaged by this method of grade awarding were from the poorest backgrounds. Within a few days of the results being announced, the Secretary of State for Education, Gavin Williamson, instead decided that\u00a0centre assessed grades<\/a>\u00a0\u2013 predictions based on evidence from teachers \u2013 be awarded to pupils instead.<\/p>\n

A chance missed<\/strong><\/h4>\n

The algorithm crisis presented an opportunity: to really start looking hard at our national assessment systems, and to confront the reality that exams are\u00a0not always the best way<\/a>\u00a0to test knowledge, skills and understanding.<\/p>\n

Resting all our confidence on a single measure is what led to that distressing episode. It was perhaps expected that there might be some reconsideration of how we best assess educational achievement in our schools.<\/p>\n

However, this reassessment has not taken place. Once again, the government insisted that exams\u00a0would go ahead<\/a>\u00a0in England \u2013 even\u00a0after their cancellation<\/a>\u00a0in Wales and Scotland \u2013 only to later cancel them. Prime Minister Boris Johnson stated: \u201cIt is not\u00a0possible or fair<\/a>\u00a0for all exams to go ahead this summer,\u201d when announcing national lockdown measures,\u00a0including the closure of schools<\/a>, on January 4.<\/p>\n

The statement from exams regulator\u00a0Ofqual<\/a>, which followed on January 6, was equally disappointing. The regulator\u2019s plea to students to \u201cplease continue to engage as fully as you can in your education\u201d has a hollow ring to it given the extent to which the entire secondary education system in England is dominated by examination outcomes.<\/p>\n

Teachers and students across the country face many uncertain weeks ahead with scant guidance for teaching and learning \u2013 the announcement provided no further ideas of what the public should expect.<\/p>\n

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We are working with the Department for Education and will consult next week on arrangements for grading qualifications, with teacher assessment to play its part. pic.twitter.com\/3w3qTV5vky<\/a><\/p>\n

— Ofqual (@ofqual) January 6, 2021<\/a><\/p><\/blockquote>\n