The Future of GCSE and A-Level Grading: Navigating the 2021 Challenges Without Exams
As the world continues to grapple with the pandemic, the question of how GCSE and A-Level students will be graded in 2021 looms large. With exams cancelled, the Department for Education (DofE) must devise a fair and equitable method to determine final grades. In this article, we explore the potential approaches and challenges that educators and students face.
Current Uncertainty and Government Responses
Unfortunately, the answer remains clouded in uncertainty. Sources suggest that the DofE is 'looking at it,' which hints at a wide range of possible outcomes. From the 'same old issues as last year' to the controversial 'bank balance-based grading,' the possibilities are varied and concerning.
However, many believe that maintaining the approach from last year would be the most straightforward solution. Last year, schools and colleges distilled a reliable grading methodology based on a blend of factors, which included teacher assessments and contextual evidence. The challenge lies in ensuring this process is fair and unbiased.
Challenges and Variations Between Terms
The grading situation this year presents unique challenges compared to last year. The primary issue arises from the timing: in January, students have had only one term of work, and mock exams have not been a consideration. This contrasts starkly with the situation in March/April last year, when the majority of the academic work had been completed and mock exams were already under way.
This lack of data limits the assessment capabilities of educational institutions. The key to overcoming this challenge will depend on how schools and exam boards can leverage the available information and make informed decisions about each student's performance.
Grading Methods and Their Implications
Without the traditional exam format, grades are likely to be determined by teachers with oversight from exam boards to maintain consistency and fairness. This approach, while well-intentioned, can be problematic for students who may have coasted through previous years, relying on last-minute revisions to boost their grades.
Teachers and schools are urged to be transparent and fair in their assessments, recognizing that last-minute effort alone cannot compensate for sustained academic performance. Students who have consistently shown effort and improvement over the academic year are more likely to fare well under this system.
Employer and Post-Secondary Institution Reactions
The situation presents significant challenges for employers and post-secondary institutions. With a large number of children learning from home, any qualification obtained this year may not hold the same weight as previous years. Employers and universities must adapt to this new reality, perhaps requiring additional assessments or personal statements to supplement the grades.
Despite the challenges, it is essential that students continue to work diligently to the best of their abilities. The future success of these students may depend on how well they navigate these unprecedented academic conditions.