2020 United Kingdom school exam grading controversy

2020 United Kingdom School Exam Grading Controversy

The 2020 United Kingdom school exam grading controversy refers to the widespread public outcry and political debate that arose in the United Kingdom during the summer of 2020, following the decision to use an algorithm to determine the grades of students whose exams were cancelled due to the COVID-19 pandemic. The controversy primarily involved the grading of A-levels and GCSEs in England, Wales, and Northern Ireland.

Background

In March 2020, the UK government announced the cancellation of all public exams, including A-levels and GCSEs, as part of measures to curb the spread of COVID-19. This unprecedented decision left the Department for Education and exam regulators, such as Ofqual in England, with the challenge of determining how students would be assessed and graded.

The Algorithm

To address the issue, Ofqual developed a statistical model to standardize grades across schools. This model took into account a student's past performance, the school's historical performance, and teacher-assessed grades. The intention was to prevent grade inflation and ensure fairness across different schools.

However, the algorithm disproportionately affected students from disadvantaged backgrounds and those attending historically underperforming schools. Many students received grades significantly lower than their teacher assessments, leading to widespread dissatisfaction and protests.

Public Reaction

The release of the A-level results on August 13, 2020, sparked immediate backlash from students, parents, and educators. Protests erupted across the country, with many calling the algorithm "unfair" and "biased." The controversy was further fueled by reports of high-achieving students receiving unexpectedly low grades.

Government Response

In response to the mounting pressure, the UK government and Ofqual announced on August 17, 2020, that they would abandon the algorithm-based grading system. Instead, students would receive grades based on their teachers' assessments, known as "centre-assessed grades" (CAGs).

The reversal was welcomed by many, but it also led to logistical challenges for universities, which had to adjust their admissions processes to accommodate the revised grades.

Impact

The controversy highlighted issues of educational inequality and the challenges of assessing student performance without traditional exams. It also prompted discussions about the role of algorithms in decision-making processes and the importance of transparency and fairness in educational assessments.

Also see

• A-levels
• GCSEs
• Ofqual
• COVID-19 pandemic in the United Kingdom
• Educational inequality