By Gabriel Princewill-
The grading system for GCSE exams in the UK needs to be consistent to reflect an accurate standard if the education system in the UK is to maintain its high reputation.
Exam boards in the UK periodically vary grade marks to suit performance levels, in the process compromising their objective level of assessment.
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Concerns that some pupils are joining A levels without the right standards that reflect their academic ability has led to wider scrutiny of the marking system of GCSE exams.
Stronger pupils generally pursue advanced levels, where their general ability and intellectual prowess can both be honed and tested. Yet, their foundation forms an important part of how far they develop.
Insiders at Ofqual and the Department of Education say that adjustments to grades after exams are the fairest way to distribute marks on a year when questions are more difficult than other years to provide more balanced results.
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This year’s cohort of GCSE pupils were given advance notice of what areas to prepare for their exams, with examining boards promising to adjust grade boundaries to take account of the effects of the pandemic, which occurred two years ago.
Since the pandemic, pupils have had ample time to study hard and catch up, but were afforded plenty of leniency apparently to make the ratio of grading consistent with last year.
However, critics say the system serves to mask the true performance of pupils, in the process misrepresenting the real performance of students.
”Exam boards should have the responsibility to set age appropriate exams and not have to change grades to take account of a hard exam. It is just excuses being made by the examining boards, in actual fact they are giving an inaccurate picture of student’s performance and have been doing so for years”, one secondary teacher anonymously told The Eye Of Media.Com.
British pupils usually prepare well for their GCSE’s in the final two years, reading longer and facing more rigorous testing from schools conscious to maintain a reasonably high reputation.
The last two years presents pupils with their final chance to assemble the cumulative effects of their entire schooling years, and demonstrate the skills and knowledge they have acquired.
Exam papers that are set too high, serve an injustice to pupils, one exacerbated by the arguably indefensible system of grade inflation which invariably cheats the child of the ability to showcase their inherent skills.
British examination boards have been asked why they cannot set standards at an appropriate level, but have provided no answers.
Adequate standards of both exam setting and script marking are imperative to attain the desired level of educational development in pupils.
Grading is a critical component in assessing students’ abilities and achievements. However, the practice of adjusting grade boundaries according to overall performance has raised concerns about the accuracy of reflecting students’ true abilities.
Inaccuracy of Reflecting Abilities
Changing grade boundaries based on overall performance fails to consider the individual capabilities and performance of students. Students who have worked hard and achieved high marks may find their efforts devalued if the overall performance of their peers is high just because of general weaker standards.
There are calls for exam boards in the UK to show confidence in the standards they have set by maintaining consistence in their questions and marking.
‘ One teacher anonymously told The Eye Of Media.Com: Adjusting grade boundaries to match overall performance can lead to a dilution of standards masked by grade inflation.
‘If the boundaries are set too leniently to accommodate higher overall performance, it may result in an inflation of grades, making it difficult to differentiate between students of varying abilities accurately.
‘Grade boundaries provide a means of objectively comparing students’ performance within a given year. When boundaries are changed according to overall performance, it becomes challenging to assess and rank students consistently, undermining the purpose of the grading system.
Arguments for Grade Inflation
Proponents of grade inflation argue that higher grades take into account all mitigating circumstances, and can boost students’ motivation and confidence, leading to increased effort and improved performance.
Students will be more motivated to excel better academically at their next opportunity, advocates of the system argue.
Grade inflation is that it can promote equity in university admissions. Advocates argue that universities often rely heavily on grades, and higher grades may provide better opportunities for students from disadvantaged backgrounds to access higher education.
It can also be justified to align with grading systems used in other countries. If other nations have higher grade boundaries or inflated grades, it may be argued that adjusting boundaries is necessary to maintain parity and ensure fairness in international comparisons.
Critiques of Grade Inflation
Critics say the higher grades may boost students’ perception of achievement, but does not necessarily correlate with actual improvement in knowledge and skills.
It is important to prioritize meaningful learning over artificially inflated grades.
Some professionals say grades lose their reliability as indicators of academic abilities, it becomes difficult for employers, universities, and other stakeholders to differentiate between candidates.
Changing GCSE grade boundaries based on relative overall performance in that year and the previous year, can lead to an inaccurate reflection of students’ abilities.
John Dumborah said: The practice fails to consider individual performance variability and dilutes standards, making it difficult to compare and rank students consistently.
While arguments for grade inflation may be made in terms of motivation, equity, international comparisons, and curriculum quality, they are not without their critiques.
Inflated grades can compromise the competitiveness and rigor of education systems, and alternative evaluation methods should be considered to provide a more comprehensive and accurate assessment of students’ abilities.
Experts say it is crucial to strike a balance between motivating students and ensuring their proper development.
‘Adjusting grade boundaries to match overall performance can result in a dilution of standards.
If the boundaries are set too leniently to accommodate higher overall performance, it may lead to grade inflation.
This can make it difficult to differentiate between students of varying abilities accurately, as distinctions between high achievers and average performers become blurred.
Grade boundaries serve the purpose of objectively comparing students’ performance within a given year. Changing boundaries based on overall performance makes it challenging to assess and rank students consistently.
The relative positioning of students in terms of their abilities is compromised, undermining the fairness and reliability of the grading system.
Consistent Marking Standards
Consistent marking standards across all students, regardless of overall performance, ensure objectivity and fairness in evaluating their abilities. It allows for an equitable comparison and assessment of individual achievements, irrespective of the performance of their peers.
Consistent marking standards also help maintain the integrity and rigor of the education system.
They provide a benchmark against which students’ performance can be evaluated accurately and objectively.
By adhering to consistent standards, education institutions can ensure that grades reflect the true proficiency and knowledge of students.
While maintaining consistent marking standards is vital, there should be room for flexibility within the standards to accommodate changes in curriculum, teaching methods, and evolving educational goals.
This flexibility allows for the incorporation of new knowledge and skills without compromising the overall integrity of the grading system.
Consistent marking standards should be complemented by holistic evaluation methods that consider a range of factors beyond exams, such as coursework, projects, and practical assessments.
This approach provides a more comprehensive understanding of students’ abilities and reduces the reliance on a single examination-based assessment.
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