Ofsted Rating Grades and The Consequences For Teaching

 Lucy Kellaway in The FT 

Last Monday a primary school headteacher took to Twitter and declared that Ofsted inspectors, who were due the next day, would not be let in. She invited teachers everywhere to join a protest in solidarity with Ruth Perry, the primary head who recently took her own life — her family attribute it to an Ofsted inspection that downgraded her school from outstanding to inadequate. 

Though the mass protest was called off and the inspectors duly admitted, the verdict online was damning and unanimous. End inspections! End Ofsted! — everything teachers are angry about seems to be crystallised in the tragic death. 

That morning I was in the cinema at a local shopping centre with my A-level students for a spot of business studies revision. On the screen was a question. Which was the odd one out: a) salary b) working conditions c) supervision or d) meaningful work? 

Most went for meaningful work, recognising that the others were “hygiene factors”, identified by the American psychologist Frederick Herzberg as basic requirements which, if inadequate, demotivate us and make us want to quit. Meaningful work, by contrast, is a motivator — it makes us try harder. 

So here we were: my colleague and I surrounded by teenagers in leggings and hoodies on a happy, productive day out, living proof of that motivator. Like every teacher I’ve ever met, we enjoy being with our charges (most of them, most of the time). We think helping them learn is as meaningful as a job can be. 

Yet the profession is in a sorry state. According to new figures from the NFER research body, recruitment is at least 20 per cent below target in many subjects, with vacancies running at twice pre-Covid levels. Worse, almost half of existing teachers are planning an exit within five years. 

The hygiene factors are all worsening simultaneously. Cuts in real pay and impossible workloads have brought teachers out on strike. Budget cuts in other services have left vulnerable children all but unsupported, turning us into de facto social workers. This inspection crisis seems like the last straw. 

On joining the profession I was taught to fear Ofsted. In previous schools I filled in endless curriculum spreadsheets in precisely the way the inspectorate is believed to favour — no opposition brooked — and watched supervisors trudge home every weekend to complete “Ofsted-ready” folders. I’ve lived through “mocksteds” — expensive, stressful and even more vicious than the real thing — designed to reassure stressed-out school leaders that they are prepared. 

In my current school, that call came not so long ago: Ofsted inspectors were on their way. At lunchtime one of my sixth-formers asked why her teachers were acting so oddly. Because we feel our jobs are on the line, I wanted to say. Because if we get the same treatment as Ms Perry, it will be a disaster for the school. Because we feel judged, on the back foot and exhausted — but are trying our best. 

I daresay I was acting pretty peculiar as the inspector stationed himself at the back of my class and started taking notes in an unnervingly deadpan fashion. In the end, it was without mishap. The process felt professional, the questions reasonable and the feedback fair. With hindsight, it strikes me the fear and loathing stems less from the inspection itself, than from the nonsense of summarising a complex school in a single grade — with so much at stake. 

Creating intense competition between schools may (or may not) have raised standards for students. But in many schools it has made life grim for teachers, especially senior ones. Schools bust a gut to have the best Ofsted grades and top the league tables, but those that make it can be unbearable places to work: hierarchical, workaholic factories. 

In these feted schools, where students get dazzling exam results, the teachers who quit are often not the worst, but the best. The more they are promoted, the more they are in the line of fire. A brilliant young teacher I trained with said recently that she envied me — not because of my inimitable teaching style, but because of my steadfast position on the bottom rung of the career ladder. I’m too junior to be much affected by Ofsted or bear responsibility for things outside my control. I am not entirely dependent on my teaching salary so can afford to resist the pay rise that comes with promotion. I’m largely immune from the hygiene factors — and left free to enjoy teaching average rate of return to my Year 11s. 

Changing hygiene factors is hard. The government is not fond of finding extra money. Reducing workload isn’t easy either. But sweeping away the Ofsted grades would allow teachers to remind themselves why they joined the profession: for the sake of their wonderful (and maddening) students, not a badge that says “outstanding”.

"This is not your fucking back yard" Virat Kohli

 

Sixth-formers able to haggle for top UK universities under new grading system

Experts warn ‘sharp-elbowed’ middle classes more likely to talk their way into places as institutions look to expand writes Anna Fazackerley in The Guardian

A-level results day at Rochdale sixth form a year ago. This year, experts say, students will have much more power to negotiate their university places. Photograph: Gary Calton/The Observer 

School leavers may feel that, with A-level exams cancelled, they have lost control over their future. But experts say they have never had more power to talk their way into their first-choice university, even if they miss their grades.

As sixth-formers nervously await next month’s teacher-assessed results from the exams regulator, Ofqual, research by the Institute for Fiscal Studies has found that in the aftermath of coronavirus, the UK higher education sector is facing losses of between £3bn and £19bn in the new academic year, depending on how many students enrol.

Many universities expect to lose 50-100% of their lucrative international student intake, a blow that will hit the most selective institutions hardest. While they have agreed to a government cap on student numbers to maintain stability, it was set with enough room for successful universities to increase UK student numbers to make up some of the shortfall.

Nick Hillman, director of the Higher Education Policy Institute thinktank, says: “The way they are grading A-levels this year gives [young people] much more room to negotiate. You can easily ring and make a case for being let in based on your grades being wrong.”
He says that if universities have lots of empty seats this year they will be “in compulsory redundancy territory”.

Simon Marginson, professor of higher education at Oxford University, agrees school leavers have “an unusual level of power this time”. In ordinary years universities, particularly the elite ones, have been wary of letting in too many applicants with lower grades for fear it could affect their position in the all-important league tables.

Marginson predicts this year could be different. “No one loses competitive position if everyone shifts the same way at the same time, as seems likely. The name of the game is organisational survival and everyone knows that.”

However, many academics are concerned that more disadvantaged candidates might be less likely to negotiate offers and hunt down good places in clearing.

Barnaby Lenon, former head of Harrow public school and chair of the Independent Schools Council, has urged university admission authorities to look beyond “dodgy” A-level grades, which “could be wrong”, when deciding who to admit.

Everyone has heard tales of middle-class parents picking up the phone to Oxford or Cambridge to argue for their child’s place. Lee Elliot Major, professor of social mobility at the University of Exeter, says: “Never underestimate the adeptness of the sharp-elbowed middle classes at exploiting opportunities. And no opportunity is more prized than a place at a prestigious university.”

Elliot Major worries that next month’s frantic last-minute market for places may further skew the playing field against poorer young people. “There is a genuine fear that many disadvantaged pupils who would have excelled in their A-levels this year will be penalised with lower scores by the system of calculated grades, which estimates grades on the basis of historical averages of schools,” he says.

Some believe Ucas, the admissions service, is not helping. Mark Corver, former director of analysis and research at Ucas and now founder of dataHE consultancy, has warned the government there is not enough detailed data publicly available to allow students and teachers to prove if the Ofqual grading process has gone wrong for them.

“We’ve asked Ucas repeatedly to release some simple tables showing the typical exam grades that applicants with different predicted grades get in a normal year. They have steadfastly refused,” he says. “We’ve found them reluctant and obstructive. Given they are a charity and not a commercial organisation, it’s very disappointing.”

However, Richard O’Kelly, head of analytical data at Ucas, denies the organisation is being obstructive. He says it cannot publish the data set, which breaks down results by factors including gender, ethnicity and social background, because it creates an “unacceptable risk” of individual applicants being identifiable. He adds: “We have published more data during this year than ever before to promote confidence amongst students and universities.”

Sophie Hatton, an 18-year-old school leaver from Birmingham, says she is feeling “increasingly anxious” waiting for her A-level grades. “At first I thought it was great having all my exams cancelled. Then it hit me how terrifying it is that two years of work could account for nothing as I have no full way of showing my potential.”

Hatton is hoping to study sociology at Nottingham Trent University, but she says that if she doesn’t get the grades she needs she will get on the phone and try to negotiate, “to prove I am a determined, hard-working student”.

Kate Spalding, another 18-year-old waiting for her results, in Southampton, says she was upset for days after hearing she could not sit her exams: “I felt all my work had gone to waste.” Now, she says, she has decided to trust her teachers and is feeling more confident.

She is planning a gap year, but if she does not get the grades she needs to study drama at Manchester or Leeds, she intends to retake her A-levels later in the year.

Despite the government’s cap on student numbers this year, with financial penalties for those that exceed it, many selective institutions are planning for expansion, within the boundary of an extra 5% on last year’s enrolment forecasts.

Prof Colin Riordan, vice-chancellor of Cardiff University, a member of the Russell Group, says his university is anticipating a 2% growth in UK student numbers this year. “Given the way the cap has been set, it is conceivable that quite a few selective universities will take marginally more students than last year, and altogether that could be quite a lot,” he says.

Yet Riordan admits that for institutions such as his, international students and not UK ones make the real financial difference – and their numbers will be unclear until October or November. “Really we won’t know how many international students we will get until they actually turn up – or don’t,” he says.

Vice-chancellors say the way A-levels are being calculated this year is making them nervous. Another Russell Group head, who asked not to be named, says: “We have thousands of students who have put us as first choice and accepted our offer. Usually we can be pretty accurate on what percentage will achieve the grades. But this year if there is even 10% inflation on that, that’s a big difference.”

The government has confirmed, in new guidance issued earlier this month, that it will not penalise universities for going over their cap because a larger number of students than expected meet their offer grades. But the vice-chancellor says that, in a Covid-19 world, a big increase would put pressure on facilities. “There are two nightmares: one where no one turns up, and one where everyone turns up while we are trying to do social distancing,” he says.

If prestigious institutions expand, they could suck up some students who might have chosen mid-ranking universities, leaving some of those institutions without enough undergraduates – and their £9,250 a year fees. Marginson says this would leave universities at the bottom of the sector “facing very difficult times”.

Dean Machin, head of policy at the University of Portsmouth, agrees. “We have potentially got the worst of both worlds. For sector stability we enabled government to control the number of people who go to university – and unfortunately it is unlikely to provide all universities the protection they were seeking.”

The Office for Students regulator is consulting on new powers to intervene faster to protect students in case any universities or colleges are at risk of closure.

A-level grades to be adjusted downwards

Many students will have at least one adjusted grade to ensure this year’s results are in line with previous years writes Sally Weale in The Guardian 

 

Ofqual said results are still likely to be slightly higher than last year, up 2% at A-level. Photograph: Matthew Horwood/Getty Images


Teacher-assessed A-level grades, submitted by schools in England because exams have been cancelled, will have to be adjusted down by 10 percentage points, though results will still be up on last year.

The exams regulator Ofqual said a substantial number of students would receive at least one adjusted grade – usually downwards – as a result of a standardisation process, designed to ensure this year’s results are in line with those of previous years.

Ofqual said schools and colleges had submitted grades that were higher than would normally be expected, but it was not surprising because teachers had not been given an opportunity to develop a common approach to grading in advance and “naturally want to do their best for their students”.

The regulator also sought to reassure students and their teachers that despite the downward adjustments, results are still likely to be slightly higher than last year, up 1% across all grades at GCSE and 2% at A-level.

The government was forced to cancel all summer exams this year as a result of the Covid-19 pandemic, which closed schools to all but the children of key workers and vulnerable pupils. As a consequence, grades awarded this year will be based on a combination of teacher assessment, class ranking and the past performance of pupils and their schools.

Ofqual revealed that predicted grades submitted by schools and colleges were around 12 percentage points higher than last year’s results at A-level, and 9 percentage points higher at GCSE, with peaks at key grades such as 4 at GCSE which is a pass, and B at A-level which can be required for university entrance.

“Improvement on such a scale in a single year has never occurred and to allow it would significantly undermine the value of these grades for students,” the regulator said.

Ofqual also sought to allay fears that certain groups of pupils, including black, Asian and minority ethnic (BAME) students, as well as those with special educational needs and disabilities (Send) could be disadvantaged by calculated grades. Ofqual said their analysis had found no evidence of widening of gaps in attainment.

Nansi Ellis, assistant general secretary of the National Education Union, said: “It is very good news that results from this year’s extraordinary exams process are broadly comparable to previous years’ results, and that the majority of students will not be disadvantaged by this year’s process.

“A majority of teacher-calculated grades were unchanged by the Ofqual process, showing that centre assessed grades have been as robust as exam grading. This is a credit to the hard work and professionalism of teachers, who have a sound understanding of their pupils’ attainment.”

Calls for 'complete overhaul' of UK university application process

Sally Weale in The Guardian

University and College Union wants to move away from applications based on predicted grades after study finds just 16% are correctly forecast

 

UCU is calling for a post-qualifications admissions system. Photograph: Frederick Florin/AFP/Getty Images




University workers are demanding an overhaul of the UK higher education application system after a report revealed that five out of every six predicted results for A-levels turns out to be wrong.

Research commissioned by the University and College Union (UCU), which analysed the results of 1.3 million students over a three-year period, found that the majority of students applying to university are predicted better results than they ultimately achieve.

The study by Dr Gill Wyness of the University College London Institute of Education revealed that just 16% of applicants’ grades were predicted correctly; three-quarters were over-predicted and 9% were under-predicted.

Under the current system, most students make applications to universities based on their predicted grades, which leads to uncertainty for both students and institutions when results differ from predictions – as they frequently do. Many students end up securing places through the clearing system. 

The UCU is advocating a new post-qualifications admission system where students only apply after they have received their final results, which would create greater certainty for both student and institution. The union also believes it would get rid of the growing use of unconditional offers, which it describes as “unethical”.

UCU general secretary, Sally Hunt, said the report exposed the majority of predicted grades as little more than “guesstimates”, which were an inadequate basis on which young people and universities were asked to make key, life-changing decisions.

“This report is a damning indictment of a broken system, not the hardworking teachers tasked with the impossible job of trying to make predictions,” said Hunt. “The results strongly support our call for a complete overhaul of the system, where students apply after they receive their results. It is quite absurd that the UK is the only country that persists in using such a broken system.”

The research found that state schools were most likely to overpredict; it also found that the grades of the most able students from disadvantaged backgrounds were the most likely to be underestimated, which in led them to apply to lower-tariff institutions for which they were overqualified.

Wyness’s report states: “The UK’s unique system of grade prediction has been widely criticised by policymakers and the media, yet the system has remained unchanged for many years. I find a high level of inaccuracy of grade prediction. Among the best three A-levels students achieve, only 16% of higher education applicants’ grades are accurately predicted.

“However, the vast majority of applicants actually receive predictions that are too optimistic for the grades they actually go on to achieve, with 75% of applicants achieving lower grades than predicted.

“It seems highly inefficient to continue with a system in which life-changing decisions are made, and scarce university places are allocated, on the basis of inaccurate information.”

Researchers analysed the top three A-level results from all participants who sat A-levels in 2013, 2014 and 2015 and went on to higher education, involving approximately 452,000 entrants a year.

A UCU survey last year found that 70% of staff were in favour of change to a system with applications after results rather than before. The UCU argues that it would enable greater transparency in the application and admission process, particularly given the lifting of the cap on student numbers.

No grades, no timetable: Berlin school turns teaching upside down

Philip Olterman in The Guardian

Anton Oberländer is a persuasive speaker. Last year, when he and a group of friends were short of cash for a camping trip to Cornwall, he managed to talk Germany’s national rail operator into handing them some free tickets. So impressed was the management with his chutzpah that they invited him back to give a motivational speech to 200 of their employees.

Anton, it should be pointed out, is 14 years old.

The Berlin teenager’s self-confidence is largely the product of a unique educational institution that has turned the conventions of traditional teaching radically upside down. At Oberländer’s school, there are no grades until students turn 15, no timetables, no lecture-style instructions. The pupils themselves decide which subjects they want to study for each lesson and when they want to take an exam.

The school’s syllabus reads like any helicopter parents’ nightmare. Set subjects are limited to maths, German, English and social studies, supplemented by more abstract courses such as “responsibility” or “challenge”. For “challenge”, students aged 12 to 14 are each given €150 (£115) and sent on an adventure they have to plan entirely by themselves. Some go kayaking, others work on a farm. Anton went trekking along England’s south coast.

The philosophy behind these innovations is simple: as the requirements of the labour market are changing, and smartphones and the internet are transforming the ways in which young people process information, headteacher Margret Rasfeld argues, the most important skill a school can pass down to its students is the ability to motivate themselves.

“Look at three or four year olds – they are all full of self-confidence,” Rasfeld says. “Often children can’t wait to start school. But frustratingly, most schools then somehow manage to untrain that confidence.”

The Evangelical School Berlin Centre (ESBC) is trying to do nothing less than “reinvent what a school is”, she says. “The mission of a progressive school should be to prepare young people to cope with change, or better still, to make them look forward to change. In the 21st century schools should see it as their job to develop strong personalities.”

Making students listen to a teacher for 45 minutes and punish them for collaborating on an exercise, Rasfeld says, was not only out of sync with the requirements of the modern world of work but also counterproductive. “Nothing motivates students more than when they discover the meaning behind a subject of their own accord.”

Students at her school are encouraged to think up other ways to prove their acquired skills, such as coding a computer game instead of sitting a maths exam. Oberländer, who had never been away from home for three weeks until he embarked on his challenge in Cornwall, said he learned more English on his trip than he had in several years of learning the language at school.

Reinventing education: pupils at the ESBC, which is gaining a reputation as Germany’s most exciting school. Photograph: Handout

Germany’s federalised education structure, in which each of the 16 states plans its own education system, has traditionally allowed “free learning” models to flourish. Yet unlike Sudbury, Montessori or Steiner schools, Rasfeld’s institution tries to embed student self-determination within a relatively strict system of rules. Students who dawdle during lessons have to come into school on Saturday morning to catch up, a punishment known as “silentium”. “The more freedom you have, the more structure you need,” says Rasfeld.

The main reason why the ESBC is gaining a reputation as Germany’s most exciting school is that its experimental philosophy has also managed to deliver impressive results. Year after year Rasfeld’s institution ends up with the best grades among Berlin’s gesamtschulen, or comprehensive schools, which combine all three school forms of Germany’s tertiary system. Last year’s school leavers achieved an average grade of 2.0, the equivalent of a straight B – even though 40% of the year had been advised not to continue to Abitur, the German equivalent of A-levels, before they joined the school. Having opened in 2007 with just 16 students, the school now operates at full capacity, with 500 pupils and long waiting lists for new applicants.


Given its word-of-mouth success, it is little wonder there have been calls for Rasfeld’s approach to go nationwide. Yet some educational experts question whether the school’s methods can easily be exported: in Berlin, they say, the school can draw the most promising applicants from well-off and progressive families. Rasfeld rejects such criticisms, insisting the school aims for a heterogenous mix of students from different backgrounds. While a cross adorns the assembly hall and each school day starts with worship, only a third of current pupils are baptised. Thirty per cent of students have a migrant background, and 7% are from households where no German is spoken at all.

Even though the ESBC is one of Germany’s 5,000 private schools, fees are means tested and relatively low compared with those common in Britain, ranging between €720 and €6,636 a year. About 5% of students are exempt from fees.

Yet even Rasfeld admits that finding teachers able to adjust to the school’s learning methods can be harder than getting students to do the same.

Aged 65 and due to retire in July, Rasfeld still has ambitious plans. A four-person “education innovation lab” based at the school has been developing teaching materials for schools that want to follow the ESBC’s lead. About 40 schools inGermany are in the process of adopting some or all of Rasfeld’s methods. One in Berlin’s Weissensee district recently let a student trek across the Alps for a challenge project. “Things are only getting started,” says Rasfeld.

“In education, you can only create change from the bottom – if the orders come from the top, schools will resist. Ministries are like giant oil tankers: it takes a long time to turn them around. What we need is lots of little speedboats to show you can do things differently.”

Teachers increasingly boosting predicted A-level grades to help pupils win top university places

Richard Garner in The Independent

Increasing numbers of teachers are boosting their pupils’ predicted A-level grades to help them secure offers of places at Britain’s top universities – which in turn are accepting more students who miss their targets, largely to increase their income.

Figures from Ucas, the university admissions body, show that 63 per cent of all candidates are now predicted to get at least an A and two B grades at A level – up 9 percentage points from four years ago.

Yet the data shows that only a fifth of those predicted to score ABB actually achieve those grades – a 40 per cent drop from just six years ago.

READ MORE
Students increasingly admitted to university without three A-levels

The ploy by teachers has been successful because growing numbers of universities are offering “discounts” on their conditional offers to prospective students when A-level results are released.

This is because the Government decision to lift the cap on the number of places universities can offer has increased competition among the institutions when it comes to signing up students.

However, many teachers still reckon they need to bump up their students’ potential A-level grades to ensure they are noticed and are given a provisional offer by universities. More than half of pupils accepted on predicted A-level results – 52 per cent – missed their conditional offer grades by one grade or two, another substantial rise on four years ago. Senior academics say controversy over the issue could reignite calls to move to a system whereby pupils apply for their university places after they receive their A-level results.

Many teachers believe they need to bump up their students’ potential A-level grades to ensure they receive offers by universities (iStock)

The change was called for by a government inquiry headed by former Vice-Chancellor Steven Schwartz a decade ago but disappeared from the table when universities and schools could not agree to the changes necessary to the education calendar to implement it.

The new figures and the trend they highlight were disclosed by Mary Curnock Cook, chief executive of Ucas, at a conference at Wellington College on the future of higher education.


University admissions in numbers

63% of all candidates predicted to get at least an A and two B grades at A-levels
One in five actually achieve those grades
495,940 university applicants in England
52% of candidates accepted on predicted grades miss them by one grade or two
44% of students being admitted with three B grade passes or lower, compared with 20 per cent in 2011

Ms Curnock Cook said that, in discussions with teachers, she had asked: “Surely you wouldn’t be over-predicting your students’ grades last summer?” She told the conference: “I have teachers coming back to me saying: ‘Actually, yes we would.’

“The offers are being discounted at confirmation time,” said Ms Curnock Cook, referring to A-level results day. “It’s been [caused by] the lifting of the number controls that has increased competition [amongst universities].”

“You have to hope you can unlock some latent talent [in those taken in with lower grades],” said one university source. “If you don’t take them in, they could be snapped up by a rival and their reputation increases.”

As well as lower-ranking institutions, high-tariff universities – those most selective in their intake – are also lowering their entry requirements, with 44 per cent of students being admitted with three B-grade passes or lower, compared with just 20 per cent in 2011.

Professor Michael Arthur, provost of University College London, said his university had dropped a grade in 9 per cent of admissions.

Many universities have seen huge rises in the numbers of students they are enrolling. Professor Arthur said the number of students at his university had soared from 24,000 six years ago to 37,500. Part of the increase was down to mergers with other bodies such as the Institute of Education – but at least half was due to a rise in student numbers.

READ MORE
Record number of GCSE and A-level exams sent to be regraded

However, the number of university applicants from England decreased on the previous year by 0.2 percentage points to 495,940, the new figures show. The number of 18-year-olds applying also fell by 2.2 per cent.

Overall the number of university applicants for this autumn has held steady – with 593,720 applicants (up 0.2 percentage points on last year) by the time of the January deadline. But the increase was down to a significant rise in applications from the EU – up 6 percentage points to 45,220.

The figures show that more disadvantaged pupils applied than ever before – up 5 percentage points in England, 2 in Scotland and 8 in Wales.

Ms Curnock Cook urged students to be “bold” in their Ucas applications and take advantage of the fact that leading universities were lowering their admissions criteria. Speakers at the conference said parental pressure was partly to blame for teachers upping predictions for their pupils. 

The UCAS clearing house call centre in Cheltenham (Getty Images)

Another teacher said that performance-related pay, which means teachers’ salary increases depend on the results of their pupils – was leading them to predict higher grades.

“Performance-related pay and performance-related management play a part,” they said. “It is why you have to be a little bit aspirational.”

However, it was acknowledged this could be a double-edged sword – as failure to achieve the grades could result in teachers being penalised for failing to meet their targets.

Ms Curnock Cook also predicted that the number of students taking the A-level route to university would continue to drop over the next four years,

Last week Ucas showed that the number of students taking the vocational route through Btecs had almost doubled from 14 per cent in 2008 to 26 per cent last year. Predicted outcomes showed the number taking the traditional A-level route was likely to decline by 25,000 by 2020 – while the number with vocational qualifications would go up by 15,000.

A Department for Education spokesperson said: "We trust teachers to act in the best interests of their students by giving fair predicted A level grades that accurately reflect their ability.

"Distorting grades would be unfair on the pupils involved and could result in universities having to artificially inflate their entrance requirements, rendering it pointless in the long run."

Your students’ A-level results could easily be wrong

 

Students may not be getting the exam grades they deserve due to the inconsistent marking. Photograph: Alamy


Anonymous in The Guardian

Thursday 13 August 2015 07.00 BST 

Congratulations. Your students have got their grades, university beckons and you can bask in the warm glow of a job well done. Parents, colleagues and students salute you. But are the results accurate? As a senior examiner with more than 20 years’ experience, let me share my doubts.

Perhaps you picture genteel examiners sitting in Oxbridge common rooms, languidly resting on armchairs as they earnestly discuss whether Chloe’s essay merits an A* or merely an A. Maybe you imagine seasoned professionals kindly donating their holidays to mark in the garden over Earl Grey tea and lemon drizzle cake? Wise up. Examining is a ruthless multi-million pound business. There are two types of examiners: the quick and the dead. The faster we mark, the more we get paid. If we’re slow, we fall foul of exam cheat No 1: the exam board.

Take it from an examiner, your students’ A-level results could easily be wrong



It doesn’t matter whether you teach economics with ABC board or further maths with XYZ, they are as rotten as each other. My board ask for two qualifications from their examiners: they are alive and they need the cash.

Mr Simpson turns up year after year marking different papers in my subject because the exam board doesn’t cross reference sackings with recruitment. Think of him as a zombie – we declare them dead, but they reappear. Simpson is “aberrant”, in examiner parlance. This means that when we look at his marking, some scores are too generous, some are too mean and there is no pattern. Fancy having him mark your students’ papers? Ms Griffin, however, is merely a “lingering doubt”. These markers make big mistakes, but there is a consistent generosity or meanness that we can correct.

Speaking of consistency, here’s exam cheat No 2: Ofqual. The quango is charged with ensuring compatibility between the exam boards but its heavy-handed, ruthlessly statistical approach makes everything much worse. Unless exam boards give 80% of their marks to Ofqual by early July, they face severe sanctions, including public naming and shaming. Senior examiners therefore have to apply the thumbscrews to their juniors, with predictable consequences for accuracy.

In a recent report exam boards confessed to “guesstimating” grades. The only shock for me was that they admitted it. I’ve seen a chief examiner (top of the tree in exam terms) take a set of papers from an aberrant marker and come back minutes later with new grades. Usain Bolt couldn’t have moved at that speed. The examiner had clearly just looked up the school’s predicted grades and scribbled them on top of the papers. The moral of the story is to check the grades your centre sends to the board. They are used more than you think.

If in doubt about a result, always go for a re-mark – the numbers of requests are booming. It’s hardly a surprise; some examiners are not even standardised. In standardisation, they are given a sample of pre-marked papers and tested on how well they can match the agreed marks. If they cannot, they are not allowed to continue marking. But there are thousands of orphan scripts left unmarked every summer and my board was so desperate that it summoned the zombies, the lingering doubters and other barrel scrapings to a special centre to mark against the clock. Several of these worthy souls had failed standardisation but were allowed to carry on (paid at several times the normal rate).

It gets worse; there are gangsters out there. I’ve seen papers given the green light despite major reservations about how it’s been graded because an examiner needed to move on to their next marking gig. Exam cheat No 3: examiners.

Secret Teacher: marking exam papers exposes the flaws in teaching



I get paid £4 per script. There’s an adage about peanuts and primates. We genuinely don’t do it for the money, but no one likes to be exploited. Meanwhile, remarks cost £40, so someone is making a lot of money. Markers are poorly motivated and often poorly qualified. My examiners once needed several years of teaching experience, now I’ll take a PGCE student. What unites us is a genuine love of the subject we are marking and respect for the students who are producing the answers. For me, reading a good script is an emotional and resonant experience. Students deserve nothing less than my best, and I try to give it. I cannot say the same for the examining process. Your students’ marks may be right, wrong or anywhere in between.

Unexpected exam hero No 1: former education secretary Michael Gove. He was unpopular, but he had some good ideas, one of which was to reduce the exam boards to one. A single board with consistent standards, fair rules and fair results. One exam envelope. And no more zombies. Full marks, I say.

Saturday jobs ‘can damage exam grades for teenagers’

Tracy McVeigh in The Guardian

There was widespread praise for millionaire parents David and Victoria Beckham when it was revealed that they had sent their eldest son, Brooklyn, to do a few weekend shifts in a west London coffee shop. And Jamie Oliver won approval for insisting that he’ll be keeping his eldest two daughters “real” by encouraging them to work in his new pub on Saturdays.

However, new research suggests that teenagers who take on a Saturday job could be damaging their GCSE grades – an effect especially noticeable in girls – even while they earn extra cash they might spend on risky behaviours like drinking or smoking.

Taking a part-time job – gaining work skills and pocket money for those teenage essentials – while studying for exams has an impact on the end results, according to the study, from the Institute for Social and Economic Research at the University of Essex.

In December the Conservative minister for business, Matthew Hancock, urged employers to create more Saturday jobs and said teenagers were missing out, after figures from the Office for National Statistics showed that the numbers of schoolchildren with part-time jobs had fallen to a record low.

The proportion of 16- and 17-year-olds working in shops, waiting on tables or having a paper round had fallen from 30% in 2000 to 15.5% in 2014. “A paid job while you’re in school can go a long way with a prospective employer and makes it easier to get a foot on the career ladder,” Hancock said.

But this latest study, Youth Employment and Academic Performance: Production Function and Policy Effects, written by Dr Angus Holford, has cast doubt on the wisdom of working and studying. It used the Longitudinal Study of Young People in England, which followed a cohort of teenagers aged 13 to 14 in 2004. Holford looked at the hours they spent working and the impact this had on the time they spent doing other things – including risky behaviour and sport – as well as their study time and subsequent exam grades at GCSE.

“Around a quarter of all 13- to 16-year-olds in England take some formal paid employment during school term time,” said Holford. “This can be a good thing – they earn their own money and can pick up useful skills, which might help them find full-time work in the future. However, they may spend that hard-earned money on less than useful things, or fall in with a different group of people. We did find that schoolchildren who worked became more likely to drink alcohol regularly, smoke or consume cannabis.”

However, the biggest impact of part-time work was on the school grades of girls. For teenage girls, an additional hour of paid employment per week in school year 10 reduced their final GCSE performance a year later by approximately one grade in one subject. This was in part caused by the girls spending less time studying outside lessons.

Holford said he suspected another factor influencing their grades could be explained by girls in employment becoming less motivated by school and less interested in the work they did in their lessons.

Girls who have a job at the age of 15 work on average six hours a week, which means their part-time work is likely to reduce their results considerably – a grade lower in six subjects.

“The long-term effect of this would be particularly bad for borderline students at risk of not achieving the target for progression in education, of five A*-C grades – including English and maths. Given that academic results at 16 have such a significant influence over our future life outcomes, these findings should worry policymakers and parents who want young people to achieve their potential at this crucial point,” said Holford.

“It’s inevitable that having a job gives teenagers less time to study. That alone might be a small price to pay given the potential benefits of having a part-time job for all-round development. What concerns me instead is how it causes teenagers to lose sight of the importance of their education for their longer-term opportunities.”

How foreign students with lower grades jump the university queue

By Holly Watt and Claire Newell

10:00PM BST 26 Jun 2012 The Daily Telegraph

The official agent in Beijing for universities in the elite Russell Group claimed that it could secure over-subscribed places for a Chinese student purporting to have scored three C grades in their A-levels - when British students are required to have at least A, A and B.

Undercover reporters were also told to tell the UK authorities that the student would be returning home immediately after graduation - even if that was not their intention – in order to secure a visa.

Universities were accused of profiteering by rejecting tens of thousands of British teenagers, currently sitting A-levels, so they can fill places with more profitable foreign students.

Universities say that even the new £9,000-a-year tuition fees for British and European Union students do not cover their costs, and they need to turn to foreigners who are charged 50 per cent more.

Headmasters at some leading private schools have told The Daily Telegraph that some of their foreign pupils were being offered places with lower entry requirements than their British counterparts.

Following concerns raised by academics and schools, undercover reporters visited Golden Arrows Consulting in Beijing, which placed more than 2,500 students in British universities last year, purporting to being looking for a place for a Chinese student.

The firm is the official agent for more than 20 British universities and acts as their representative in China.

The fictitious student was said to have achieved three C grades at A-level – far below the entry requirements of most leading British universities. However, they were offered a place at both Cardiff and Sussex.

The agent, Fiona Wang said: “We send student [sic] to Cardiff Business School to study accounting and finance with ACD. So with CCC we can help her”.

An applicant would normally need AAB to study this subject at the university, so the reporter asked again about the potential offer.

“If the student wants to study economics, it’s three Cs. So economics she can also do”, the agent replied.

When the undercover reporters asked what universities the student could go to if they re-sat their exams and managed to obtain three grades Bs at A-level, Ms Wang explained that those grades would mean that as well as Cardiff and Sussex, she could “choose” between the University of East Anglia or Southampton University.

“Even some high ranking universities, but not Bristol, not KCL [King’s College London], not Warwick”.

The undercover reporters were referred to another employee of Golden Arrow who offered to doctor documents to help the student’s application, including paperwork required to obtain a visa to study in Britain. Assistance with the personal statement that each student is required to fill in was also available.

Universities are able to make discretionary offers to students and there are no rules governing entry requirements.

Headmasters at some top private schools confirmed that they were experiencing growing problems with British students facing discrimination.

Many wealthy parents would be prepared to pay the higher fees charged to foreign students but the system bans this from happening.

Andrew Halls, the headmaster of King’s College School in Wimbledon, south-west London, said: “There was a boy this year who told me that he was made an offer dependent on him being a non EU candidate, and when he clarified the fact that he was a UK candidate, even when he appeared not to be, they said that the offer doesn’t stand.

“There are occasions when I have said to a candidate, if you can apply as an international candidate it slightly strengthens your hand.”

He added: “Universities are disincentivised from taking UK candidates. We have to address it.”

Richard Cairns, the headmaster at Brighton College, said: “Universities are increasingly searching for, and needing, overseas fees. It’s something we have noticed. It’s tougher for British students to get into top universities than overseas students… There is a higher offer rate to overseas students.”

A third leading headmaster said he was aware of cases where a pupil had dual nationality and applied to university from abroad with lower grades than would be accepted for a British candidate.

Since 2006, the number of foreign students has risen by a third to almost 300,000. Teenagers from China represent the highest proportion of overseas students. At the same time the number of British students missing out on a university place reached a record high last year of 180,000.

Last month, 68 chancellors, governors and university presidents wrote to the Prime Minister warning that the government’s immigration crackdown should exclude students, to drive the economy and boost university income.

The recruitment of foreign students by overseas agents is big business – almost all university websites have pages dedicated to listing their “partners” in each country for prospective students to contact about obtaining a place. Agencies compete for business with some being paid by both the student and agent.

Professor Alan Smithers, director of the Centre for Education and Employment Research at Buckingham University, said that “money is the main factor” in universities recruiting foreign students.

“The reason universities are recruiting more foreign students, is at its heart, about fees. Universities are business, they have to secure their future, they look at their income streams.

“There is the risk of standards being compromised if the driving force is the extra money these students are bringing in”.

From September the government will remove a cap on the number of British students a university can recruit if the applicant had A, A, B grades at A-level to ensure that high-performing teenagers are not denied places.

Next year the threshold will be lowered to A, B, B, but so far only a handful of universities have said they will participate because of concerns over costs of admitting more UK students.

The Daily Telegraph will expose further issues with the system later this week. The disclosures are expected to lead to demands for a review of entry requirements.

Golden Arrow admitted that it had found a place for a student at Cardiff with A, C and D grades at A-level but insisted this was an exceptional case.

It said it had “never” sent a student to Cardiff University with C, C, C grades, but that lower grades could be accepted during clearing for a number of high ranking universities.

The firm denied offering to doctor visa applications and said that when the agent had offered to write the personal statement for a student, he meant that it could “instruct students how to make a good PS [personal statement], but never write on behalf of them”.

Sussex University said, “We have not offered places on degree courses to international students in the way that you describe… We make no C, C, C offers whatsoever.

“It is possible, however, that during the Ucas clearing process offers may be made at slightly below the advertised entry criteria, but this is unlikely to drop by more than one or two grades.

“Any such offer would be the same for overseas and UK/EU students”

Sussex said that it did not enter clearing last year because of the cap on the number of UK/EU students it can accept and it had met its “limit”, but overseas students were offered places during this period because their numbers are not restricted.

Cardiff University said it was “unlikely” that any student would be offered a place to study with A-level grades C, C, C, but that the university “may vary its typical offer where there are mitigating circumstances or aptitude to study demonstrated by other means”.

It confirmed that in the 2011/12 academic year, 258 of its students applied via Golden Arrow, but said that agents “do not make admissions decisions”.

A spokesman for the University of Southampton said that international students were given the same offers as UK students. It said they would be investigating the allegations.

The University of East Anglia said that no student would be offered a to study maths with grades C, C, C .

Not just unprepared for university, but for life

You don't need to be a 'tiger mother' to think most children are not being stretched enough

Christina Patterson in The Independent

Wednesday, 4 April 2012

They're usually blonde. They're usually these girls who whoop and leap for the cameras, blonde, and pretty, and thin. There must be some short, fat, spotty, and even male 18-year-olds who do so much better than they expected. Who do, in fact, so well that they behave as if they've won The X Factor, or the lottery. But usually it's girls, and blonde, pretty girls, who give us the message that A-level results are better than they've ever been before.

And they are. They always are. There were, last year, like the year before, and the year before, record numbers of A grades. Average scores have gone up by almost 25 per cent over 15 years. They're brilliant. They're amazing. They're just not, unfortunately, much of an indication of how much the people who took them have learnt.

You can, according to the Cambridge Assessment exam board, get the kind of results that make you whoop and leap, and still not know how to spell, or structure a sentence. You can, apparently, get the kind of results that make your parents proud, and still not know how to think. And because so many students can't spell, or think, universities are having to teach them. Sixty per cent of them are putting on extra courses to teach undergraduates what they should have learnt at school.

Perhaps it's not surprising that the man who's in charge of education in this country is a little bit worried. "I am increasingly concerned that current A-levels," said Michael Gove, in a letter to the exam regulator, "fall short of commanding the level of confidence we would want to see." It is, he said, "more important" that students start their degrees with "the right knowledge and skills" than that "ministers are able to influence the curriculum". He was, he said, going to hand control of the syllabus to exam boards and academic panels made up of senior dons. He hoped, he said, that the new A-levels would start in two years. He hoped, and so do I.

It's lovely, of course, to have so many pretty girls so happy to have done so well. But it isn't lovely that so many of them are struggling at university, and it isn't lovely that so many people with good GCSEs are having to be taught basic numeracy by employers shocked to find they can't add up. And it isn't lovely that this country is slipping down the world education league tables. In the last one, Britain had dropped to 25th place for reading, 28th for maths, and 16th for science. For the sixth biggest economy in the world, that doesn't sound all that good.

There are all kinds of reasons why standards have dropped. It would, for example, be quite strange for academic rigour in our schools to have increased at a time when academic rigour in our culture has shrunk. It would also be quite strange if schools that are judged on their performance in exam league tables didn't encourage their students into media studies or drama, rather than Mandarin or maths.

There were good reasons for widening the scope of subjects taught in schools, and giving more options to students who didn't look as though they were going to shine academically. It's surely better to leave school with a piece of paper saying you can do something than to leave with nothing at all. And there were good reasons for introducing league tables. If you want people to raise standards, you need them to show they have. But it does mean they're likely to focus less on learning, and more on results.

Whatever the intentions, the result has been that too many of our children aren't prepared for university, or life. The ones who are going to university aren't doing the subjects, like science or engineering, we need them to do if we don't want all our industries to go to China. The ones who aren't going to university aren't getting enough skills to do much at all. And if the ones who do go to university don't develop our industries, the ones who don't will be fighting for even fewer jobs.

"Children," said a man at a conference I went to last week, "aren't the problem. They are," he said, "very interested in anything that adults do. Teenagers," he said, "are desperate for direction. When they ask 'why should I do this?' you have two choices. Either walk out of the room, or tell them."
The conference was on "the manufacturing economy", and the man was a head of physics at a big South London comprehensive, called David Perks. They had, he said, managed to get 100 pupils to do A-level physics. There were, he said, equal numbers of girls and boys. Many of them, he said, were planning to go on and study engineering.

Educating children in a culture that doesn't seem to value academic achievement isn't easy. Nor is motivating them when, if they don't work, they won't starve. But you don't need to be a "tiger mother" to think that most of our children aren't being stretched enough. And, in an increasingly cut-throat global marketplace, it's our children who will suffer, not us.

Do we really believe the toffs who are running this country are brighter than the rest of us? Or that more money means a higher IQ? Do we really want state-educated pupils, who are 93 per cent of the population, to be let into the best educational institutions only through social engineering?
If we don't, we need to start believing that all our children can do better. And you don't help children do better by feeding them lies.

AQA - Exam board to penalise private school pupils

By Richard Garner, Education Editor in The Independent
Tuesday, 27 September 2011

A controversial plan to rank all A-level students according to the schools they attend – which would allow universities to discriminate against pupils from private schools – is unveiled today by Britain's biggest exam board.

The radical proposal would allow universities to offer places to students from disadvantaged homes who showed potential but had performed less well in exams than their peers at better schools.

The plan by the exam board AQA (Assessment and Qualifications Alliance) provoked a storm of argument among academics and independent schools. There were immediate fears that candidates will be penalised simply because they achieve good A-level results at a good school. Independent schools are also alarmed that the approach could discriminate against disadvantaged pupils to whom they have offered scholarships.
Dr Tim Hands, headmaster of Magdalen College, Oxford, and co-chairman of the Independent Schools' Universities Committee, said: "It is extraordinary. It takes no account of home background or the amount of tutoring a pupil could have."

Professor Alan Smithers, head of the Centre for Education and Employment Studies at the University of Buckingham, added: "There must be concerns about the ranking the candidates are awarded. The possibility for errors is enormous." The plan is contained in a paper prepared for discussion by Dr Neil Stringer, senior research associate at the AQA Centre for Education Research and Policy, and being circulated at the party conferences for debate this month.

It advocates the drawing up of a national system for ranking both candidates’ achievements and the educational context in which they were taught.

Pupils at weak schools would get bonus points; those at elite schools could be penalised in comparison.
Dr Stringer cites the example of St George’s Medical School in London in support of his argument. It offers places to students with lower A-level grades (BBC rather than AAB) providing that their performance is 60 per cent better than the average for their school.

“St George’s reports that students from poorly performing schools who are accepted into medical school with lower grades do just as well as their peers with higher grades,” he adds.

“This strongly suggests that students admitted through the adjusted criteria scheme learned enough at A-level and are able enough learners to compete successfully with students who achieved higher A-level grades under more favourable.”

Under the blueprint he has devised, students would be awarded an exam score based on their best three A-level grades and then placed into different performance bands. They would then be given the ranking for their school.

Dr Stringer says the system could either be offered to universities individually – or drawn up centrally by an existing agency like Ucas, which is currently reviewing its A-level system.

The AQA believes it can be an an alternative to allowing students to apply to university after they have got their results – rather than be awarded places on predicted grades. This plan, under active consideration from ministers and said by some to be fairer towards disadvantaged students, has failed so far to get off the ground largely because of opposition from universities.

Professor Smithers added: “I would hope that any university worth its salt would look at the candidates’ achievement and inform their own view as to their potential.”

Dr Hands added: “Cambridge University, which features at the top of many a global league table, has recently published research that shows prior schooling is of insignificant effect with regard to degree outcome.

“The proposer of this scheme might like to bear this in mind.”

Brian Lightman, general secretary of the Association of School and College Leaders, which represents the majority of state secondary school heads, described it as “a step too far”. He said it should not detract from the need to provide all pupils with a good education in a good school.

Lee Elliott Major, of the education charity the Sutton Trust, which campaigns to get more disadvantaged young people into leading universities, said: “We support the use of so called contextual information when judging students’ potential and achievement.”

However, he added that the “bigger challenges” were in getting “more children with the grades at school to make university a realistic prospect and encouraging pupils to actually apply when they have the grades”.
Dr Stringer stresses in his paper: “The proposed system would not encourage or require universities to relinquish control of their admissions systems. It is not an issue of allocating students to universities on the basis of their respective rankings: admissions tutors would be free to make decisions.”

The AQA said the scheme could be considered as an alternative to Post Qualification Application – allowing students to apply to university after getting their results.

That, argued Andrew Hall, chief executive of AQA, would lead to a shorter teaching year if exams were brought forward.

“We have real concerns about the effect this could have on the performance of some students,” he added.
“So our Centre for Education Research and Policy have devised a different way to tackle the issue that doesn’t disadvantage any student and allows all applicants – from whatever their school type or background – to compete fairly for university places.”

* Meanwhile, plans to mark GCSE students on their spelling and punctuation and scrap most resits were published by Ofqual, the exam standards watchdog, yesterday.

It has launched a consultation on the proposals which would see teenagers – from 2012 – having to sit all their exams in the summer at the end of two-year courses rather than sit modules throughout the course.

They would also only be allowed to resit English and maths.

The reforms were first announced by Education secretary Michael Gove earlier this summer.

How the new system would work

Under the new system, a pupil at a weak school who got a lower grade than a rival pupil at a good school could still be given more university entrance points, writes Richard Garner.

The blueprint would work like this. James goes to a low-performing comprehensive in a disadvantaged area. He manages to get an exam score of 36 out of 40. However, he is entitled to bonus points as a result of his school's low ranking (it scores minus three in the rankings).

Adam, on the other hand, goes to a top performing independent school with no pupils on free school meals and got 38 for his exams. But he faces being penalised on his school's ranking (the school is given a "plus three" ranking).

It would, of course, be up to the individual university to decide what to do with this information but one way of using it will be to add three points to James's exam score because of the background he comes from and deduct three points from Adam. On that basis, the place would go to James.

The argument in the paper is that there are still vastly more points awarded for exam performance than education context and it is unlikely that any university would be as crude as to deduct the maximum ranking points from Adam and give the maximum three extra to James.

However, what is likely is that both Adam and James would be longlisted - something that would not have happened to James without the ranking system. Then James's potential would outweigh Adam's performance.