The Struggles and Reflections of Teachers Grading GCSE and A-level Exams in 2021
In the bustling world of education, no year stands out more than 2021 when it came to grading high-stakes GCSE and A-level exams. For teachers, the experience was both incredibly challenging and emotionally taxing. This article explores the pressures that teachers faced in 2021, delving into the practical, personal, and professional challenges they encountered.
Practical Challenges
In a typical year, educational processes involve a clear progression. Students are prepared for public exams through intensive revision sessions. They then sit in a hall supervised by external examiners who oversee the examination process. Examination papers are subsequently marked and evaluated by a panel of experts. However, 2021 introduced a shift in this process, with significant changes to the usual routines. Teachers found themselves both preparing students for exams and serving as supervisors and markers of their own students.
Add to this the burden of making up for the workload of colleagues who couldn’t perform their usual marking duties, and the practical challenges became even more daunting. Teachers had to handle an increased volume of marking, requiring long hours and meticulous attention to detail. Additionally, the process of ensuring fair and consistent grading through discussions and meetings added another layer of complexity.
Personal and Emotional Struggles
Beyond the practical challenges, the emotional and personal dimensions of grading were profoundly taxing. Teachers have developed deep connections with their students over the years, and the realization that they may have to disappoint them, especially when they know the students have worked hard and have the potential to achieve their goals, is deeply distressing. Teachers must project a sense of fairness and objectivity, while also understanding the life-changing implications of their decisions on students' future education paths.
Many teachers expressed a sense of guilt if they rated a student lower than they felt they deserved. This is further complicated by the knowledge that a student's entire future can hinge on just one grade. The emotional weight of making decisions that can affect the future trajectory of young lives is overwhelming. In some cases, it led to sleepless nights and periods of self-doubt.
The Media and Public Scrutiny
The subjective nature of grading is often subject to media scrutiny. There have been accusations of too many A grades being awarded, leading to the possible perception that exams have been too easy. Conversely, there are also fears of students being graded too low, which can impact their life chances. These debates can be highly charged, and regardless of the outcome, teachers and educational institutions are likely to face criticism from various quarters.
Despite the uncertainty and potential backlash, teachers in 2021 poured their hearts and souls into the process. They believed it was their duty to be as fair and accurate as possible while maintaining the integrity of the examination system. The outcome, no matter how it turns out, will likely result in a harsh scrutiny by the media and the public, a testament to the significant pressure teachers face.
The process of grading GCSE and A-level exams in 2021 for teachers was a significant testing ground not just for the students but for the educators themselves. It highlighted the immense responsibility and the emotional toll of being at the heart of the examination process. The resilience and dedication of teachers in navigating these turbulent times are a testament to the critical role they play in shaping the lives of young people.
It is hoped that future efforts to design more equitable and less stressful examination systems can be informed by the experiences of both teachers and students during this pivotal year. Only then can the education system truly reflect the needs and aspirations of all those who seek to achieve through academic success.