Coronavirus and GCSE Grading: The Impact on Fairness and Future Implications
The recent cancellation of schools due to the coronavirus pandemic has raised significant questions about the evaluation of students' performance, particularly for GCSE students. This article explores the implications of the current grading system, challenges with fairness, and potential long-term effects on educational assessment.
The Current GCSE Grading System
According to the guidance provided by Examining Boards, schools are required to rank their students and assign grades based on their understanding and performance. A detailed document here outlines the criteria and process for grading and ranking.
While the system is designed to fairly distribute grades, concerns have been raised about the fairness of these methods. For instance, the reliance on mock exams, which may omit significant topics, and the potential for students to have pre-acquired access to questions and answers, raises doubts about the validity of the grade distribution.
Ranking and Formula Application
Once schools have submitted the initial grades and rankings, the examination boards will apply their own formulae to finalize the grades. This process involves multiple steps, including initial ranking, submission to the boards, and the application of final calculations. Students will then be informed of their grades in August. The ability to resit and appeal provides some level of flexibility and reassurance.
Challenges to Fairness
The method of allocating grades based on rankings rather than precise marks may lead to a skewed distribution of performance. This aligns with concerns that favor students who work consistently and can create and maintain detailed notes over those who naturally excel and achieve proficiency towards the end of their courses. The system's current balance of effort-based performance and natural aptitude may be compromised this year.
Used Distribution Curves
Even if schools are not cancelled, students in affected areas could still hope for leniency in the marking of their public exams. A common method to balance the impact of differing circumstances is the use of distribution curves. This involves drawing graphs for the marks of affected and unaffected students, determining where each student ranks on these curves, and assigning grades accordingly. While this method is intended to provide a fairer outcome, it may inadvertently favor students who have maintained consistent hard work.
Despite the potential benefits, this approach raises concerns about the fairness of the system. Students who have worked diligently throughout their courses might find themselves at an advantage, while the naturally proficient students who excel towards the end of their courses may be disadvantaged. This year's grading process is expected to favor certain types of students, potentially leading to a different outcome than previous years.
Conclusion
The coronavirus pandemic has brought significant challenges to the traditional educational system, particularly in terms of evaluating student performance for exams like GCSE. The current methods, including ranking and the use of distribution curves, aim to provide some level of fairness and flexibility. However, the future of these methods remains uncertain, with potential implications for student performance evaluation in the coming years.
Understanding the nuances of the current grading system and its potential long-term effects is crucial for students, parents, and educators alike. It highlights the need for continuous evaluation and improvement of the educational assessment process.