Skip to main content

TEN suggestions to reverse out of the exams mess



These are the TEN suggestions made to the government last Friday, 7th August 2020 in  'Qfqual builds a concrete wall'.  The Scottish Government has made steps towards doing these these earlier this week. But its seems that the Government in Westminster has failed to act. The consequence will be inequality becoming further entrenched in our society. Time is running out for everyone this summer.



  1. Go ahead with the current grades as it is too late to stop now with UCAS and clearing in the wings.
  2. Reveal how the grades were calculated in detail with data available openly
  3. Report the awarded grades to the candidates, UCAS and the universities along with the predicted grades and the past performance of the school in each subject. This must include n, standard deviation and range.
  4. UCAS must set out guidance on how to use the data on each candidate as an individual. This includes a fair way to make contextual decisions that reflect the work and determination of the candidate along with potential they offer.
  5. All universities, including the elite research ones, should take context into account when awarding places this year. They should go further and pilot this as a way forward from next year.
  6. Appeals should be stopped at once. It will only advantage those from better off families that push harder and will be socially divisive and unfair.
  7. The entire process should be put under independent review to reassess all grades across every school and centre. It must be very robust and Qfqual and the government should not be allowed to hide in the corner.
  8. Resits in the Autumn might go ahead, but this must be uncertain as some will be impeded by more lock-downs by then. Students already in their first term at university should be given the same chance to improve since A-Level results will still be important in their later job applications.
  9. No student should have their results downgraded because of the review exercise. But if there are systemic errors and mistakes evident, then they should be openly acknowledged, and lessons learned.
  10. Regrading checks must be completed by the summer of 2020, and before the completion of the next round of examinations, to expedite university decisions for those trying again.
Mike Larkin, retired from Queen's University Belfast after 37 years teaching Microbiology, Biochemistry and Genetics. He has served on the Senate and Finance and planning committee of a Russell Group University.


Comments

Popular posts from this blog

Ofqual holding back information

Ofqual has responded to an FOI request from TEFS this week. They held a staggering twenty-nine board meetings since March. Despite promising the Parliamentary Education Committee over a month ago they would publish the minutes “shortly” after their meeting on 16th September, they are still not able to do so. They cite “exemption for information that is intended to be published in the future” for minutes that are in the “process of being approved for publication” . More concerning is they are also citing exemption under the “Public Interest Test”. This means they might not be published, and Ofqual will open themselves up to legal challenges. If both the Department for Education and Ofqual are prevented from being more open, then public interest will lie shattered on the floor and lessons will not be learned.  Ofqual finally responded to the TEFS Freedom of Information (FOI) request to publish the minutes of its board meetings on Tuesday. It should have been replied to by 17th Septembe

COVID-19, SAGE and the universities ‘document dump’

The recent release of several documents by SAGE all at once was described by one observer as a “dump of docs”. They relate to returning to education this autumn and are somewhat confusing as they illustrate the complexities of the challenges still to be tackled. But there is much not fully addressed. Outbreaks of COVID-19 at universities spilling into local communities might also trigger city-wide lock-downs and a bad reaction from the locals. The mass migration of students to their hometowns will spread the chaos wider afield as there seems to be little evidence of planning for this inevitability. Less advantaged students in poor accommodation or crowded homes will be at greater risk along with their vulnerable peers coping with health conditions. While students may be asked to ‘segment’ or form ‘bubbles’ staff might not have the same protection. Asking vulnerable lecturers and other staff with ongoing health conditions to move from classroom to classroom, contacting differen