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Research carried out by AQA and the University of Bristol in 2010 found that overall, undergraduates could mark part-scripts as accurately – but not as consistently – as existing GCSE English examiners, although there were some undergraduates who marked as well as the best examiners. An ad to take part in marking economics papers An ad to take part in marking economics papers. AQA revealed that “for some time now” it has been using newly qualified teachers and PGCE students as markers in some subjects. It also said university students would only be approved to mark the types of questions that they have shown they can mark well. “While the vast majority of our examiners will always be experienced teachers, that doesn’t mean that no one else can ever be suitable for the job,” said Webb. “For some types of questions in some qualifications, being good at following a mark scheme – combined with some knowledge of the subject – is enough.” Ben Wood, chair of the National Association of Teachers of Religious Education (NATRE), said he thought pupils sitting the AQA religious studies GCSE in the summer may feel “concerned” and “worried” about the idea of an undergraduate marking their Christianity papers. “You do need to know what you’re talking about to mark this. You need to know some of the intricacies of Christian theology, particularly.” He teaches the course himself and said experienced teachers who mark the paper understand how the course fits together, and how GCSE students might pull information from one area of the syllabus and use it appropriately in another area. “Being a humanity subject, it’s also not as simple as providing mark schemes and checking exam scripts against that,” he said. Wood said the current cohort of GCSE and A-level state school students had been enormously disadvantaged by the pandemic and some had missed a huge amount of teaching time. “The thought of them potentially having somebody marking their paper who’s not well qualified to do that – it feels to me like we’re adding potentially more disadvantage on to more disadvantage. 

And they deserve better.” An economics A-level teacher who works as a “team lead” examiner for AQA and wished to remain anonymous, said he was worried it might be possible for wrongly marked scripts to slip through AQA’s “strict” quality control system: “There are checks in place and they are good – but you don’t check every single bit of marking.” An AQA spokesperson said this marker did not have knowledge of the pilot’s tests or monitoring processes and was jumping to the wrong conclusions. Joe Kinnaird, a religious studies GCSE teacher and AQA examiner, said even if university students passed all of AQA’s standardisation and quality control tests, he does not think they will be capable of marking exams well. “Ultimately, I think you have to be a classroom teacher. It actually undermines the teaching profession to assume that people who are not qualified teachers are able to mark exam papers.” Sarah Hannafin, a policy adviser at the National Association of Head Teachers, said when young people took an exam, their expectation was that markers were “experienced, serious teachers”. With confidence already “quite rocky”, due to what happened with the exams last summer, she thinks it is vital young people and their parents feel they can rely on the exam-marking process. “I’d go so far as to say I think it would be a mistake for them [AQA] to go ahead with it.” Ofqual, the exams regulator, said exam boards must ensure markers were competent. “What matters most is that markers are conscientious and follow the exam board’s mark schemes,” a spokesperson said. “Students can ask for the marking of their paper to be reviewed if they believe an error has been made.” In response to the criticisms, a spokesperson for AQA said the pilot would in no way disadvantage this year’s students or affect the accuracy of their results. How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice. Choose appropriate item types for your objectives. Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students’ ability to recognize a logical economic argument or to distinguish it from an illogical one. If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives. 

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Highlight how the exam aligns with course objectives. Identify which course objectives the exam addresses (e.g., “This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date”). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course. Write instructions that are clear, explicit, and unambiguous. Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.) Write instructions that preview the exam. Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam. Word questions clearly and simply. Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as “never” or “always,” which can lead to confusion. Enlist a colleague or TA to read through your exam. Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous. Think about how long it will take students to complete the exam. When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you – or reduce the length or difficulty of the exam. Consider the point value of different question types. The point value you ascribe to different questions should be in line with their difficulty, as well as the length of time they are likely to take and the importance of the skills they assess. It is not always easy when you are an expert in the field to determine how difficult a question will be for students, so ask yourself: How many subskills are involved? Have students answered questions like this before, or will this be new to them? Are there common traps or misconceptions that students may fall into when answering this question? Needless to say, difficult and complex question types should be assigned higher point values than easier, simpler question types. Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge. Think ahead to how you will score students’ work. When assigning point values, it is useful to think ahead to how you will score students’ answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier. Creating objective test questions Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section. Write objective test questions so that there is one and only one best answer. Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.” Test only a single idea in each item. 

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Make sure wrong answers (distractors) are plausible. Incorporate common student errors as distractors. Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item. Include from three to five options for each item. Make sure the length of response items is roughly the same for each question. Keep the length of response items short. Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant). Format the exam so that response options are indented and in column form. In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”). Avoid overlapping alternatives. Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.) plans for next year’s A-level and GCSE cohorts (Students in England to get notice of topics after Covid disruption, 3 December). They do nothing to address the fundamental weakness in our education system, which is the underachievement of disadvantaged pupils compared with those from advantaged backgrounds. The pandemic has widened the differences between the two groups. Pupils in private schools have much better distance-learning provision if they are unable to attend. Advantaged pupils in state schools have access to computers and broadband and to places where they can study at home. The government’s promise to ensure all pupils have access to distance learning is another broken one. The measures announced – advance warning of topics, taking aids into exams, contingency papers for those suffering any disruption during the exam period – will all favour advantaged pupils. John Gaskin Bainton, East Riding of Yorkshire  The secretary of state is putting forward changes to the 2021 examinations in the vain attempt to make them “fair” despite the inevitable impossibility of doing so given the variations in students’ Covid-related exposure to teaching and learning. The professional associations seem to have accepted this unsatisfactory fudged situation. Do they not have faith in their members’ professional judgments? Why attempt the impossible and possibly have to U-turn eventually, so creating yet more stress for teachers and students? Why not rely, as in 2020, on moderated teacher assessments, given that universities and colleges have not raised any outcry about teaching the students assessed in that way? One answer: this rightwing government does not trust teachers and is obsessed with the “GCSE and A-level gold standards” despite a lack of professional consensus on the reliability of externally set, unseen, timed examinations as the sole means of assessing students’ performance. Prof Colin Richards Former HM inspector of schools  Throughout the examination results fiasco earlier this year, the education secretary parroted the same mantra that end-of-course exams are the best system of measuring learning. He frequently added that this view was “widely accepted”. He has never told us why he holds this view or to which evidence he is referring. In fact, there is considerable evidence stretching back 40 years that various forms of continuous assessment and coursework give a better and fairer guide to pupils’ abilities. At a time when so many pupils have had severely disrupted education and those in deprived areas are likely to have suffered most from lack of continuity, surely it is sensible to let hard evidence take precedence over political dogma. Ever since a Conservative government under Margaret Thatcher started denigrating the concept of teacher-assessed coursework, until Michael Gove finally abolished GCSE coursework in 2013, there has been a common thread to such attacks, namely the unfounded myth that teachers cannot be trusted. England’s exam regulator Ofqual was riven by uncertainty and in-fighting with the Department for Education before this year’s A-level and GCSE results, with the government publishing new policies in the middle of an Ofqual board meeting that had been called to discuss them. 

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Minutes of Ofqual’s board meetings reveal the regulator was aware that its process for assessing A-level and GCSE grades was unreliable before results were published, even as Ofqual was publicly portraying its methods as reliable and fair. The minutes also show repeated interventions by the education secretary, Gavin Williamson, and the DfE, with the two bodies clashing over Williamson’s demand that Ofqual allow pupils to use the results of mock exams as grounds for appeal against their official grades. Williamson told about flaws in A-level model two weeks before results Read more Ofqual’s board held 23 emergency meetings from April onwards. As the publication of A-level results on 13 August drew near the board met in marathon sessions, some running until late at night, as controversy erupted over the grades awarded by its statistical model being used to replace exams. Williamson wanted the regulator to allow much wider grounds for appeal, and on 11 August Ofqual’s board heard that the education secretary had suggested pupils should instead be awarded their school-assessed grades or be allowed to use mock exam results if they were higher. Ofqual offered to replace its grades with “unregulated” unofficial result certificates based on school or exam centre assessments, but that was rejected by Williamson. Negotiations over the use of mock exams continued into the evening of 11 August. In the middle of the day’s second emergency meeting the board discovered that the DfE had gone over its head with an announcement that “was widely reported in the media while this meeting was still in session”. The meeting ended close to midnight. During the controversy, Ofqual published and then abruptly retracted policies on the use of mock exam grades the weekend after A-level results were published, with three separate emergency meetings held that Sunday. Shortly after, Ofqual backed down and scrapped its grades in favour of those assessed by schools for both A-levels and GCSEs. The minutes show that Ofqual had serious doubts about the statistical process it used to award grades, with a meeting on 4 August hearing that the board was “very concerned about the prospect of some students, in particular so-called outliers, being awarded unreliable results”. Advertisement The board’s members “accepted reluctantly that there was no valid and defensible way to deal with this pre-results”. But despite the board’s doubts, Ofqual officials continued to insist in public that its results would be reliable. Roger Taylor, the Ofqual chair, wrote in a newspaper article on 9 August that “students will get the best estimate that can be made of the grade they would have achieved if exams had gone ahead.” Ofqual also issued a statement on 10 August saying it wanted to “reassure students that the arrangements in place this summer are the fairest possible”. 

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Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge. Think ahead to how you will score students’ work. When assigning point values, it is useful to think ahead to how you will score students’ answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier. Creating objective test questions Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section. Write objective test questions so that there is one and only one best answer. Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.” Test only a single idea in each item. Make sure wrong answers (distractors) are plausible. Incorporate common student errors as distractors. Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item. Include from three to five options for each item. Make sure the length of response items is roughly the same for each question. Keep the length of response items short. Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant). Format the exam so that response options are indented and in column form. In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”). Avoid overlapping alternatives. Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.) plans for next year’s A-level and GCSE cohorts (Students in England to get notice of topics after Covid disruption, 3 December). They do nothing to address the fundamental weakness in our education system, which is the underachievement of disadvantaged pupils compared with those from advantaged backgrounds. The pandemic has widened the differences between the two groups. Pupils in private schools have much better distance-learning provision if they are unable to attend. Advantaged pupils in state schools have access to computers and broadband and to places where they can study at home. The government’s promise to ensure all pupils have access to distance learning is another broken one. The measures announced – advance warning of topics, taking aids into exams, contingency papers for those suffering any disruption during the exam period – will all favour advantaged pupils. John Gaskin Bainton, East Riding of Yorkshire  The secretary of state is putting forward changes to the 2021 examinations in the vain attempt to make them “fair” despite the inevitable impossibility of doing so given the variations in students’ Covid-related exposure to teaching and learning. 

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The professional associations seem to have accepted this unsatisfactory fudged situation. Do they not have faith in their members’ professional judgments? Why attempt the impossible and possibly have to U-turn eventually, so creating yet more stress for teachers and students? Why not rely, as in 2020, on moderated teacher assessments, given that universities and colleges have not raised any outcry about teaching the students assessed in that way? One answer: this rightwing government does not trust teachers and is obsessed with the “GCSE and A-level gold standards” despite a lack of professional consensus on the reliability of externally set, unseen, timed examinations as the sole means of assessing students’ performance. Prof Colin Richards Former HM inspector of schools  Throughout the examination results fiasco earlier this year, the education secretary parroted the same mantra that end-of-course exams are the best system of measuring learning. He frequently added that this view was “widely accepted”. He has never told us why he holds this view or to which evidence he is referring. In fact, there is considerable evidence stretching back 40 years that various forms of continuous assessment and coursework give a better and fairer guide to pupils’ abilities. At a time when so many pupils have had severely disrupted education and those in deprived areas are likely to have suffered most from lack of continuity, surely it is sensible to let hard evidence take precedence over political dogma. Ever since a Conservative government under Margaret Thatcher started denigrating the concept of teacher-assessed coursework, until Michael Gove finally abolished GCSE coursework in 2013, there has been a common thread to such attacks, namely the unfounded myth that teachers cannot be trusted. England’s exam regulator Ofqual was riven by uncertainty and in-fighting with the Department for Education before this year’s A-level and GCSE results, with the government publishing new policies in the middle of an Ofqual board meeting that had been called to discuss them. Minutes of Ofqual’s board meetings reveal the regulator was aware that its process for assessing A-level and GCSE grades was unreliable before results were published, even as Ofqual was publicly portraying its methods as reliable and fair. The minutes also show repeated interventions by the education secretary, Gavin Williamson, and the DfE, with the two bodies clashing over Williamson’s demand that Ofqual allow pupils to use the results of mock exams as grounds for appeal against their official grades. Williamson told about flaws in A-level model two weeks before results Read more Ofqual’s board held 23 emergency meetings from April onwards. As the publication of A-level results on 13 August drew near the board met in marathon sessions, some running until late at night, as controversy erupted over the grades awarded by its statistical model being used to replace exams. Williamson wanted the regulator to allow much wider grounds for appeal, and on 11 August Ofqual’s board heard that the education secretary had suggested pupils should instead be awarded their school-assessed grades or be allowed to use mock exam results if they were higher. Ofqual offered to replace its grades with “unregulated” unofficial result certificates based on school or exam centre assessments, but that was rejected by Williamson. Negotiations over the use of mock exams continued into the evening of 11 August. In the middle of the day’s second emergency meeting the board discovered that the DfE had gone over its head with an announcement that “was widely reported in the media while this meeting was still in session”. 

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The meeting ended close to midnight. During the controversy, Ofqual published and then abruptly retracted policies on the use of mock exam grades the weekend after A-level results were published, with three separate emergency meetings held that Sunday. Shortly after, Ofqual backed down and scrapped its grades in favour of those assessed by schools for both A-levels and GCSEs. The minutes show that Ofqual had serious doubts about the statistical process it used to award grades, with a meeting on 4 August hearing that the board was “very concerned about the prospect of some students, in particular so-called outliers, being awarded unreliable results”. Advertisement The board’s members “accepted reluctantly that there was no valid and defensible way to deal with this pre-results”. But despite the board’s doubts, Ofqual officials continued to insist in public that its results would be reliable. Roger Taylor, the Ofqual chair, wrote in a newspaper article on 9 August that “students will get the best estimate that can be made of the grade they would have achieved if exams had gone ahead.” Ofqual also issued a statement on 10 August saying it wanted to “reassure students that the arrangements in place this summer are the fairest possible”. 'Plan B' for rigorous mock exams to avoid rerun of A-level fiasco Read more Separate details of meetings held between the DfE and Ofqual – obtained under a freedom of information request by Schools Week – show that Williamson met Ofqual twice in the two days before A-level results came out. Williamson held 10 meetings with Ofqual to discuss the 2020 results from March until A-levels were published on 13 August, while the schools minister, Nick Gibb, attended 16 meetings. The records also show that DfE officials held 55 meetings with Ofqual specifically to discuss the summer’s exam results.

THE PURPOSE OF EXAMS We all remember the exam period in schools. The daunting experience of entering the examination hall, finding your name on the exam desk and taking a seat with a booklet with blank paper and unknown questions. The sweaty hand palms and sickness feeling that seems to have made you forget everything that you have been revising for over the last previous few weeks (or in my case few days, I have always been a bit last minute). In all those years of school, college and university I always wondered what the main purpose was for exams. What would this stress achieve later in our lives? Luckily I am able to look into all this and finally learn that the stressful weeks truly are beneficial. “Exams have an important role in the process of learning and in the whole educational institution.” Exams and tests are a great way to assess what the students have learned with regards to particular subjects. Exams will show what part of the lesson each student seems to have taken the most interest in and has remembered. With every pupil being so individual, exams are also a great way for teachers to find out more about the students themselves. The test environment comes with added stress, which allows teachers to work out how their students argue and how they think individually by their works, which is a great attribute for them to keep in mind for future class activities. ExamRoom1 Strengths and weaknesses can also be assessed through exams. The teachers will be able to understand where more attention in class may be needed when teaching the particular subject. A pattern of weaknesses may be apparent when marking the works. This is where mock tests are a great technique to use when teaching before the formal examinations. This will give students and teachers the opportunity to understand where their weaknesses may be, in time for the preparation of the formal exam. This will give them all the chance to ensure that they are able to achieve the best of their abilities in class, thus helping them in the future. School becomes more demanding as you get older. As you grow as a person, you also do as a student and the school curriculum becomes more demanding. Exams allow higher education establishments to assess whether the students applying are going to be able to deal with the work demand. Although this idea of “ranking students capability based on grades” seems harsh, it is an easier way for them to assess the students’ potential, which becomes even more important with regards to higher education establishments. ExamResults The exam process is beneficial to the school in regards to assessing where faculties and particular classes need more focus or resources. Schools need to ensure that they are offering students the best that they are able to and exams are a great technique to use to monitor the progress and effectiveness of that particular class. 

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School administrators can see where improvement may be needed within the school, college or university based on the students’ grades. Studies have shown that a “happier class has higher grades” so a pattern of similar average results may indicate the motivation that a particular class may have or not. After reading about all the benefits and advantages gained, it just goes to show that the stress, pulling my hair out was all worth it in the long run. I have found my strengths and weaknesses, applying them to where I am now. I am starting to realise that the age old saying “school is the best days of your life” could actually be true…Guide to School Examinations for Parents and Students Whether you are thinking of pursuing higher studies or planning for your future career, it is likely that you will be competing in a global market. This intense competition means universities and employers expect candidates to have a solid educational foundation, demonstrated by recognizable and renowned qualifications. UK qualifications provide this recognition. With more than 50 years of experience in administering school exams worldwide, the British Council works in partnership with UK awarding bodies, Cambridge International Examinations & Edexcel International to deliver UK qualifications on their behalf in Pakistan. We create opportunity for nearly a half a million people every year worldwide to achieve their life goals by obtaining UK qualifications. British Council offers its services from offices in Islamabad, Lahore and Karachi and has a network of over 500 associated schools. It conducts exams at more than 100 venues throughout Pakistan. UK school qualifications are split into two levels. General Certificate of Secondary Education (GCSE), International GCSE (IGCSE) or Ordinary Level (O Level) qualifications are taken at around the age of 16. The General Certificate of Education Advanced Level (A Level) or International A Level qualifications are typically taken at 18. If you want to know more about the Schools Examination, please download the Guide to School Examination for Parents and Students. University students are being recruited to mark some GCSE and A-level papers this summer, the Guardian has learned. AQA, the UK’s largest provider of academic qualifications, is inviting “postgraduates and undergraduates who have completed their first year of studies” in theology, philosophy and economics to undergo assessments in January and February, as part of a new pilot scheme. “Those who are successful will have the opportunity to join our community of examiners,” the job advertisements state. The students are being recruited “with the view to marking ... exams in the summer of 2021”. Two adverts have appeared on the King’s College London careers and vacancy website, under the headings “GCSE religious studies examiner” and “A-level economics examiner”. One says: “We are seeking theology, religion and philosophy experts to mark our GCSE exams ... 

If successful, you will be able to mark the Christianity paper from our GCSE [religious studies] specification.” The other advert reveals AQA is looking for “economics experts” to mark “either paper 1 or paper 2” of its A-level economics exam. All of these papers include long-form essay questions. The GCSE Christianity paper can determine half of a candidate’s religious studies GCSE grade while each A-level economics paper is usually worth a third of an A-level. An ad seeking students to help mark the Christianity paper in GCSE religious studies An ad seeking students to help mark the Christianity paper in GCSE religious studies. “I would be concerned about the lack of experience of these young people in this marking experiment at any time,” said Kevin Courtney, joint general secretary of the National Education Union. “But this year, when our students are going to need fairness in their exams more than any other, because of the difficulties of the pandemic, I don’t think this is the right year to carry out this experiment.” He added: “We’re talking about religious studies and economics, where there could be more questions of judgment than on some other papers. It really doesn’t seem sensible.” Helen Webb, AQA’s resourcing and talent manager, said the board was doing a “very small and very controlled pilot as we look to expand our pool of expert examiners in certain subjects”. There are some subjects and topics, she said, where it is “always a challenge to recruit enough good examiners. So we have to be open-minded if we want students to get their results on time and all our marking to be high quality.” She said the pilot would “probably involve around 50 people” out of its 30,000-plus examiners. “They’ll receive training and have to pass two different tests before they’re allowed to do any real marking – and anyone allowed to mark real student answers will be constantly monitored in real time, to make sure they’re doing it well. If not, they’ll be stopped.” It is not yet clear what proportion of AQA’s 10m exam scripts the examiners in the pilot will be asked to mark. An experienced AQA economics examiner, who has been teaching economics A-level for 15 years, told the Guardian that AQA usually started off new economics markers with 100 scripts each. AQA said the focus of its pilot would be on graduates and postgraduates, but it is also “interested in assessing some undergraduates as well to see how they perform”.

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Schools Week – show that Williamson met Ofqual twice in the two days before A-level results came out. Williamson held 10 meetings with Ofqual to discuss the 2020 results from March until A-levels were published on 13 August, while the schools minister, Nick Gibb, attended 16 meetings. The records also show that DfE officials held 55 meetings with Ofqual specifically to discuss the summer’s exam results.

THE PURPOSE OF EXAMS We all remember the exam period in schools. The daunting experience of entering the examination hall, finding your name on the exam desk and taking a seat with a booklet with blank paper and unknown questions. The sweaty hand palms and sickness feeling that seems to have made you forget everything that you have been revising for over the last previous few weeks (or in my case few days, I have always been a bit last minute). In all those years of school, college and university I always wondered what the main purpose was for exams. What would this stress achieve later in our lives? Luckily I am able to look into all this and finally learn that the stressful weeks truly are beneficial. “Exams have an important role in the process of learning and in the whole educational institution.” Exams and tests are a great way to assess what the students have learned with regards to particular subjects. Exams will show what part of the lesson each student seems to have taken the most interest in and has remembered. With every pupil being so individual, exams are also a great way for teachers to find out more about the students themselves. The test environment comes with added stress, which allows teachers to work out how their students argue and how they think individually by their works, which is a great attribute for them to keep in mind for future class activities. ExamRoom1 Strengths and weaknesses can also be assessed through exams. The teachers will be able to understand where more attention in class may be needed when teaching the particular subject. A pattern of weaknesses may be apparent when marking the works. This is where mock tests are a great technique to use when teaching before the formal examinations. This will give students and teachers the opportunity to understand where their weaknesses may be, in time for the preparation of the formal exam. This will give them all the chance to ensure that they are able to achieve the best of their abilities in class, thus helping them in the future. School becomes more demanding as you get older. As you grow as a person, you also do as a student and the school curriculum becomes more demanding. Exams allow higher education establishments to assess whether the students applying are going to be able to deal with the work demand. Although this idea of “ranking students capability based on grades” seems harsh, it is an easier way for them to assess the students’ potential, which becomes even more important with regards to higher education establishments. ExamResults The exam process is beneficial to the school in regards to assessing where faculties and particular classes need more focus or resources. Schools need to ensure that they are offering students the best that they are able to and exams are a great technique to use to monitor the progress and effectiveness of that particular class. School administrators can see where improvement may be needed within the school, college or university based on the students’ grades. Studies have shown that a “happier class has higher grades” so a pattern of similar average results may indicate the motivation that a particular class may have or not. After reading about all the benefits and advantages gained, it just goes to show that the stress, pulling my hair out was all worth it in the long run. I have found my strengths and weaknesses, applying them to where I am now. I am starting to realise that the age old saying “school is the best days of your life” could actually be true…Guide to School Examinations for Parents and Students Whether you are thinking of pursuing higher studies or planning for your future career, it is likely that you will be competing in a global market. 

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This intense competition means universities and employers expect candidates to have a solid educational foundation, demonstrated by recognizable and renowned qualifications. UK qualifications provide this recognition. With more than 50 years of experience in administering school exams worldwide, the British Council works in partnership with UK awarding bodies, Cambridge International Examinations & Edexcel International to deliver UK qualifications on their behalf in Pakistan. We create opportunity for nearly a half a million people every year worldwide to achieve their life goals by obtaining UK qualifications. British Council offers its services from offices in Islamabad, Lahore and Karachi and has a network of over 500 associated schools. It conducts exams at more than 100 venues throughout Pakistan. UK school qualifications are split into two levels. General Certificate of Secondary Education (GCSE), International GCSE (IGCSE) or Ordinary Level (O Level) qualifications are taken at around the age of 16. The General Certificate of Education Advanced Level (A Level) or International A Level qualifications are typically taken at 18. If you want to know more about the Schools Examination, please download the Guide to School Examination for Parents and Students. University students are being recruited to mark some GCSE and A-level papers this summer, the Guardian has learned. AQA, the UK’s largest provider of academic qualifications, is inviting “postgraduates and undergraduates who have completed their first year of studies” in theology, philosophy and economics to undergo assessments in January and February, as part of a new pilot scheme. “Those who are successful will have the opportunity to join our community of examiners,” the job advertisements state. The students are being recruited “with the view to marking ... exams in the summer of 2021”. Two adverts have appeared on the King’s College London careers and vacancy website, under the headings “GCSE religious studies examiner” and “A-level economics examiner”. One says: “We are seeking theology, religion and philosophy experts to mark our GCSE exams ... If successful, you will be able to mark the Christianity paper from our GCSE [religious studies] specification.” The other advert reveals AQA is looking for “economics experts” to mark “either paper 1 or paper 2” of its A-level economics exam. All of these papers include long-form essay questions. The GCSE Christianity paper can determine half of a candidate’s religious studies GCSE grade while each A-level economics paper is usually worth a third of an A-level. An ad seeking students to help mark the Christianity paper in GCSE religious studies An ad seeking students to help mark the Christianity paper in GCSE religious studies. “I would be concerned about the lack of experience of these young people in this marking experiment at any time,” said Kevin Courtney, joint general secretary of the National Education Union. “But this year, when our students are going to need fairness in their exams more than any other, because of the difficulties of the pandemic, I don’t think this is the right year to carry out this experiment.” He added: “We’re talking about religious studies and economics, where there could be more questions of judgment than on some other papers. It really doesn’t seem sensible.” Helen Webb, AQA’s resourcing and talent manager, said the board was doing a “very small and very controlled pilot as we look to expand our pool of expert examiners in certain subjects”. There are some subjects and topics, she said, where it is “always a challenge to recruit enough good examiners. So we have to be open-minded if we want students to get their results on time and all our marking to be high quality.” She said the pilot would “probably involve around 50 people” out of its 30,000-plus examiners. “They’ll receive training and have to pass two different tests before they’re allowed to do any real marking – and anyone allowed to mark real student answers will be constantly monitored in real time, to make sure they’re doing it well. If not, they’ll be stopped.” It is not yet clear what proportion of AQA’s 10m exam scripts the examiners in the pilot will be asked to mark. An experienced AQA economics examiner, who has been teaching economics A-level for 15 years, told the Guardian that AQA usually started off new economics markers with 100 scripts each. AQA said the focus of its pilot would be on graduates and postgraduates, but it is also “interested in assessing some undergraduates as well to see how they perform”. 

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The exam board has used PhD and PGCE students (postgraduates who are training to be teachers) in the past and claims their marking has been “as good as that of new examiners who are qualified teachers”. Research carried out by AQA and the University of Bristol in 2010 found that overall, undergraduates could mark part-scripts as accurately – but not as consistently – as existing GCSE English examiners, although there were some undergraduates who marked as well as the best examiners. An ad to take part in marking economics papers An ad to take part in marking economics papers. AQA revealed that “for some time now” it has been using newly qualified teachers and PGCE students as markers in some subjects. It also said university students would only be approved to mark the types of questions that they have shown they can mark well. “While the vast majority of our examiners will always be experienced teachers, that doesn’t mean that no one else can ever be suitable for the job,” said Webb. “For some types of questions in some qualifications, being good at following a mark scheme – combined with some knowledge of the subject – is enough.” Ben Wood, chair of the National Association of Teachers of Religious Education (NATRE), said he thought pupils sitting the AQA religious studies GCSE in the summer may feel “concerned” and “worried” about the idea of an undergraduate marking their Christianity papers. “You do need to know what you’re talking about to mark this. You need to know some of the intricacies of Christian theology, particularly.” He teaches the course himself and said experienced teachers who mark the paper understand how the course fits together, and how GCSE students might pull information from one area of the syllabus and use it appropriately in another area. “Being a humanity subject, it’s also not as simple as providing mark schemes and checking exam scripts against that,” he said. Wood said the current cohort of GCSE and A-level state school students had been enormously disadvantaged by the pandemic and some had missed a huge amount of teaching time. “The thought of them potentially having somebody marking their paper who’s not well qualified to do that – it feels to me like we’re adding potentially more disadvantage on to more disadvantage. And they deserve better.” An economics A-level teacher who works as a “team lead” examiner for AQA and wished to remain anonymous, said he was worried it might be possible for wrongly marked scripts to slip through AQA’s “strict” quality control system: “There are checks in place and they are good – but you don’t check every single bit of marking.” An AQA spokesperson said this marker did not have knowledge of the pilot’s tests or monitoring processes and was jumping to the wrong conclusions. Joe Kinnaird, a religious studies GCSE teacher and AQA examiner, said even if university students passed all of AQA’s standardisation and quality control tests, he does not think they will be capable of marking exams well. “Ultimately, I think you have to be a classroom teacher. It actually undermines the teaching profession to assume that people who are not qualified teachers are able to mark exam papers.” Sarah Hannafin, a policy adviser at the National Association of Head Teachers, said when young people took an exam, their expectation was that markers were “experienced, serious teachers”. With confidence already “quite rocky”, due to what happened with the exams last summer, she thinks it is vital young people and their parents feel they can rely on the exam-marking process. “I’d go so far as to say I think it would be a mistake for them [AQA] to go ahead with it.” Ofqual, the exams regulator, said exam boards must ensure markers were competent. “What matters most is that markers are conscientious and follow the exam board’s mark schemes,” a spokesperson said. “Students can ask for the marking of their paper to be reviewed if they believe an error has been made.” In response to the criticisms, a spokesperson for AQA said the pilot would in no way disadvantage this year’s students or affect the accuracy of their results. How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice. 

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Choose appropriate item types for your objectives. Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students’ ability to recognize a logical economic argument or to distinguish it from an illogical one. If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives. Highlight how the exam aligns with course objectives. Identify which course objectives the exam addresses (e.g., “This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date”). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course. Write instructions that are clear, explicit, and unambiguous. Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.) Write instructions that preview the exam. Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam. Word questions clearly and simply. Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as “never” or “always,” which can lead to confusion. Enlist a colleague or TA to read through your exam. Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous. Think about how long it will take students to complete the exam. When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you – or reduce the length or difficulty of the exam. Consider the point value of different question types.

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Research carried out by AQA and the University of Bristol in 2010 found that overall, undergraduates could mark part-scripts as accurately – but not as consistently – as existing GCSE English examiners, although there were some undergraduates who marked as well as the best examiners. An ad to take part in marking economics papers An ad to take part in marking economics papers. AQA revealed that “for some time now” it has been using newly qualified teachers and PGCE students as markers in some subjects. It also said university students would only be approved to mark the types of questions that they have shown they can mark well. “While the vast majority of our examiners will always be experienced teachers, that doesn’t mean that no one else can ever be suitable for the job,” said Webb. “For some types of questions in some qualifications, being good at following a mark scheme – combined with some knowledge of the subject – is enough.” Ben Wood, chair of the National Association of Teachers of Religious Education (NATRE), said he thought pupils sitting the AQA religious studies GCSE in the summer may feel “concerned” and “worried” about the idea of an undergraduate marking their Christianity papers. “You do need to know what you’re talking about to mark this. You need to know some of the intricacies of Christian theology, particularly.” He teaches the course himself and said experienced teachers who mark the paper understand how the course fits together, and how GCSE students might pull information from one area of the syllabus and use it appropriately in another area. “Being a humanity subject, it’s also not as simple as providing mark schemes and checking exam scripts against that,” he said. Wood said the current cohort of GCSE and A-level state school students had been enormously disadvantaged by the pandemic and some had missed a huge amount of teaching time. “The thought of them potentially having somebody marking their paper who’s not well qualified to do that – it feels to me like we’re adding potentially more disadvantage on to more disadvantage. And they deserve better.” An economics A-level teacher who works as a “team lead” examiner for AQA and wished to remain anonymous, said he was worried it might be possible for wrongly marked scripts to slip through AQA’s “strict” quality control system: “There are checks in place and they are good – but you don’t check every single bit of marking.” An AQA spokesperson said this marker did not have knowledge of the pilot’s tests or monitoring processes and was jumping to the wrong conclusions. Joe Kinnaird, a religious studies GCSE teacher and AQA examiner, said even if university students passed all of AQA’s standardisation and quality control tests, he does not think they will be capable of marking exams well. “Ultimately, I think you have to be a classroom teacher. It actually undermines the teaching profession to assume that people who are not qualified teachers are able to mark exam papers.” Sarah Hannafin, a policy adviser at the National Association of Head Teachers, said when young people took an exam, their expectation was that markers were “experienced, serious teachers”. With confidence already “quite rocky”, due to what happened with the exams last summer, she thinks it is vital young people and their parents feel they can rely on the exam-marking process. “I’d go so far as to say I think it would be a mistake for them [AQA] to go ahead with it.” Ofqual, the exams regulator, said exam boards must ensure markers were competent. “What matters most is that markers are conscientious and follow the exam board’s mark schemes,” a spokesperson said. “Students can ask for the marking of their paper to be reviewed if they believe an error has been made.” In response to the criticisms, a spokesperson for AQA said the pilot would in no way disadvantage this year’s students or affect the accuracy of their results. How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice. Choose appropriate item types for your objectives. Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students’ ability to recognize a logical economic argument or to distinguish it from an illogical one. 

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If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives. Highlight how the exam aligns with course objectives. Identify which course objectives the exam addresses (e.g., “This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date”). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course. Write instructions that are clear, explicit, and unambiguous. Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.) Write instructions that preview the exam. Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam. Word questions clearly and simply. Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as “never” or “always,” which can lead to confusion. Enlist a colleague or TA to read through your exam. Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous. Think about how long it will take students to complete the exam. When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you – or reduce the length or difficulty of the exam. Consider the point value of different question types. The point value you ascribe to different questions should be in line with their difficulty, as well as the length of time they are likely to take and the importance of the skills they assess. It is not always easy when you are an expert in the field to determine how difficult a question will be for students, so ask yourself: How many subskills are involved? Have students answered questions like this before, or will this be new to them? Are there common traps or misconceptions that students may fall into when answering this question? Needless to say, difficult and complex question types should be assigned higher point values than easier, simpler question types. Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge. Think ahead to how you will score students’ work. When assigning point values, it is useful to think ahead to how you will score students’ answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. 

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Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier. Creating objective test questions Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section. Write objective test questions so that there is one and only one best answer. Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.” Test only a single idea in each item. Make sure wrong answers (distractors) are plausible. Incorporate common student errors as distractors. Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item. Include from three to five options for each item. Make sure the length of response items is roughly the same for each question. Keep the length of response items short. Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant). Format the exam so that response options are indented and in column form. In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”). Avoid overlapping alternatives. Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.) plans for next year’s A-level and GCSE cohorts (Students in England to get notice of topics after Covid disruption, 3 December). They do nothing to address the fundamental weakness in our education system, which is the underachievement of disadvantaged pupils compared with those from advantaged backgrounds. The pandemic has widened the differences between the two groups. Pupils in private schools have much better distance-learning provision if they are unable to attend. Advantaged pupils in state schools have access to computers and broadband and to places where they can study at home. The government’s promise to ensure all pupils have access to distance learning is another broken one. The measures announced – advance warning of topics, taking aids into exams, contingency papers for those suffering any disruption during the exam period – will all favour advantaged pupils. John Gaskin Bainton, East Riding of Yorkshire  The secretary of state is putting forward changes to the 2021 examinations in the vain attempt to make them “fair” despite the inevitable impossibility of doing so given the variations in students’ Covid-related exposure to teaching and learning. The professional associations seem to have accepted this unsatisfactory fudged situation. Do they not have faith in their members’ professional judgments? Why attempt the impossible and possibly have to U-turn eventually, so creating yet more stress for teachers and students? Why not rely, as in 2020, on moderated teacher assessments, given that universities and colleges have not raised any outcry about teaching the students assessed in that way? One answer: this rightwing government does not trust teachers and is obsessed with the “GCSE and A-level gold standards” despite a lack of professional consensus on the reliability of externally set, unseen, timed examinations as the sole means of assessing students’ performance. Prof Colin Richards Former HM inspector of schools  Throughout the examination results fiasco earlier this year, the education secretary parroted the same mantra that end-of-course exams are the best system of measuring learning. He frequently added that this view was “widely accepted”. 

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He has never told us why he holds this view or to which evidence he is referring. In fact, there is considerable evidence stretching back 40 years that various forms of continuous assessment and coursework give a better and fairer guide to pupils’ abilities. At a time when so many pupils have had severely disrupted education and those in deprived areas are likely to have suffered most from lack of continuity, surely it is sensible to let hard evidence take precedence over political dogma. Ever since a Conservative government under Margaret Thatcher started denigrating the concept of teacher-assessed coursework, until Michael Gove finally abolished GCSE coursework in 2013, there has been a common thread to such attacks, namely the unfounded myth that teachers cannot be trusted. England’s exam regulator Ofqual was riven by uncertainty and in-fighting with the Department for Education before this year’s A-level and GCSE results, with the government publishing new policies in the middle of an Ofqual board meeting that had been called to discuss them. Minutes of Ofqual’s board meetings reveal the regulator was aware that its process for assessing A-level and GCSE grades was unreliable before results were published, even as Ofqual was publicly portraying its methods as reliable and fair. The minutes also show repeated interventions by the education secretary, Gavin Williamson, and the DfE, with the two bodies clashing over Williamson’s demand that Ofqual allow pupils to use the results of mock exams as grounds for appeal against their official grades. Williamson told about flaws in A-level model two weeks before results Read more Ofqual’s board held 23 emergency meetings from April onwards. As the publication of A-level results on 13 August drew near the board met in marathon sessions, some running until late at night, as controversy erupted over the grades awarded by its statistical model being used to replace exams. Williamson wanted the regulator to allow much wider grounds for appeal, and on 11 August Ofqual’s board heard that the education secretary had suggested pupils should instead be awarded their school-assessed grades or be allowed to use mock exam results if they were higher. Ofqual offered to replace its grades with “unregulated” unofficial result certificates based on school or exam centre assessments, but that was rejected by Williamson. Negotiations over the use of mock exams continued into the evening of 11 August. In the middle of the day’s second emergency meeting the board discovered that the DfE had gone over its head with an announcement that “was widely reported in the media while this meeting was still in session”. The meeting ended close to midnight. During the controversy, Ofqual published and then abruptly retracted policies on the use of mock exam grades the weekend after A-level results were published, with three separate emergency meetings held that Sunday. Shortly after, Ofqual backed down and scrapped its grades in favour of those assessed by schools for both A-levels and GCSEs. The minutes show that Ofqual had serious doubts about the statistical process it used to award grades, with a meeting on 4 August hearing that the board was “very concerned about the prospect of some students, in particular so-called outliers, being awarded unreliable results”. Advertisement The board’s members “accepted reluctantly that there was no valid and defensible way to deal with this pre-results”. But despite the board’s doubts, Ofqual officials continued to insist in public that its results would be reliable. Roger Taylor, the Ofqual chair, wrote in a newspaper article on 9 August that “students will get the best estimate that can be made of the grade they would have achieved if exams had gone ahead.” Ofqual also issued a statement on 10 August saying it wanted to “reassure students that the arrangements in place this summer are the fairest possible”.

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Helen Webb, AQA's resourcing and ability chief, said the board was doing a "tiny and extremely controlled pilot as we hope to extend our pool of master inspectors in specific subjects". There are a few subjects and points, she said, where it is "consistently a test to select an adequate number of good inspectors. So we must be liberal on the off chance that we believe understudies should come by their outcomes on time and all our checking to be excellent." She said the pilot would "most likely affect around 50 individuals" out of its 30,000 or more analysts. "They'll get preparing and need to finish two unique assessments before they're permitted to do any genuine stamping - and anybody permitted to check genuine understudy answers will be continually observed progressively, to ensure they're doing it competently. In the event that not, they'll be halted." It isn't yet clear what extent of AQA's 10m test scripts the inspectors in the pilot will be approached to check. An accomplished AQA financial aspects analyst, who has been showing financial matters A-level for quite some time, let the Guardian know that AQA generally got going new financial matters markers with 100 scripts each. AQA said the focal point of its pilot would be on graduates and postgraduates, however it is too "keen on surveying a students too to perceive how they perform". The test board has utilized PhD and PGCE understudies (postgraduates who are preparing to be educators) previously and claims their stamping has been "however great as that of new analysts who seem to be qualified instructors". Research did by AQA and the University of Bristol in 2010 saw that as in general, students could check part-scripts as precisely - however not as reliably - as existing GCSE English analysts, despite the fact that there were a few students who set apart as well as the best inspectors. A promotion to partake in stamping financial matters papers An advertisement to take qualified educators and PGCE understudies as markers in certain subjects. It likewise said college understudies would simply be endorsed to check the kinds of inquiries that they have shown they can stamp well. "While by far most of our inspectors will continuously be capable educators, that doesn't imply that no other person can at any point be appropriate for the gig," said Webb. "For certain kinds of inquiries in certain capabilities, being great at following an imprint conspire - joined with some information regarding the matter - is sufficient." Ben Wood, seat of the National Association of Teachers of Religious Education (NATRE), said he thought understudies sitting the AQA strict investigations GCSE in the late spring might feel "concerned" and "stressed" about the possibility of an undergrad denoting their Christianity papers. "You in all actuality do have to know what you're expressing to stamp this. You want to know a portion of the complexities of Christian religious philosophy, especially." 

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He shows the course himself and said experienced instructors who mark the paper comprehend how the course fits together, and how GCSE understudies could pull data from one region of the prospectus and use it suitably in another space. "Being a humankind subject, it's likewise not so straightforward as giving imprint plots and checking test scripts against that," he said. Wood said the ongoing associate of GCSE and A-level state school understudies had been tremendously burdened by the pandemic and some had missed an immense measure of instructing time. "The possibility of them possibly having someone denoting their paper who's not capable to do that - it seems to me like we're including possibly more detriment to more inconvenience. What's more, they merit better." A financial matters A-level educator who fills in as a "group captain" analyst for AQA and wished to stay mysterious, said he was concerned it very well may be feasible for wrongly stamped contents to fall through AQA's "severe" quality control framework: "There are checks set up and they are great - however you don't really take a look at each and every cycle of denoting." An AQA representative said this marker didn't know about the pilot's tests or observing cycles and was rushing to make some unacceptable judgment calls. Joe Kinnaird, a strict examinations GCSE educator and AQA inspector, said regardless of whether college understudies passed the entirety of AQA's normalization and quality control tests, he doesn't figure they will be fit for checking tests well. "At last, I think you must be a study hall instructor. It really subverts the training calling to accept that individuals who are not qualified instructors can stamp test papers." Sarah Hannafin, an approach counsel at the National Association of Head Teachers, said when youngsters took a test, their assumption was that markers were "experienced, genuine educators". With certainty as of now "very rough", due to what occurred with the tests the previous summer, she thinks it is imperative youngsters and their folks feel they can depend on the test checking process. "I'd venture to such an extreme as to say I figure it would be a misstep for them [AQA] to proceed with it." Ofqual, the tests controller, said test sheets should guarantee markers were capable. "What makes the biggest difference is that markers are reliable and follow the test board's imprint plots," a representative said. "Understudies can request the stamping of their paper to be surveyed in the event that they accept a blunder has been made." because of the reactions, a representative for AQA said the pilot would not the slightest bit impediment the current year's understudies or influence the precision of their outcomes. How might you configuration fair, yet testing, tests that precisely measure understudy learning? Here are a few basic principles. 

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There are additionally numerous assets, on paper and on the web, that offer systems for planning specific sorts of tests, like various decision. Pick proper thing types for your targets. Would it be a good idea for you to appoint exposition inquiries on your tests? Issue sets? Numerous decision questions? It relies upon your learning targets. For instance, in the event that you believe understudies should verbalize or legitimize a monetary contention, different decision questions are an unfortunate decision since they don't expect understudies to express anything. Notwithstanding, different decision questions (if very much developed) could actually survey understudies' capacity to perceive a consistent financial contention or to recognize it from a counter-intuitive one. On the off chance that your objective is for understudies to match specialized terms to their definitions, exposition questions may not be as productive a method for evaluation as a straightforward matching assignment. There is no single best sort of test question: interestingly, the inquiries mirror your learning targets. Feature how the test lines up with course targets. Distinguish which course goals the test addresses (e.g., "This test evaluates your capacity to utilize humanistic wording fittingly, and to apply the standards we have learned in the course to date"). This assists understudies with perceiving how the parts of the course adjust, consoles them about their capacity to perform well (accepting they have accomplished the expected work), and enacts applicable encounters and information from prior in the course. Compose guidelines that are clear, unequivocal, and unambiguous. Ensure that understudies know the exact thing you believe they should do. Be more express about your assumptions than you might naturally suspect is needed. Any other way, understudies might make suppositions that run them into inconvenience. For instance, they might expect - maybe founded on encounters in another course - that an in-class test is open book or that they can work together with colleagues on a bring back home test, which you may not permit. Ideally, you ought to explain these assumptions to understudies before they accept the test as well as in the test directions. 

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You likewise should make sense of in your directions how completely you believe understudies should address questions (for instance, to determine assuming you believe answers should be written in passages or list items or on the other hand on the off chance that you believe understudies should show all means in critical thinking.) Write guidelines that review the test. Understudies' test-taking abilities may not be exceptionally powerful, driving them to utilize their time ineffectively during a test. Guidelines can get ready understudies for what they are going to be asked by seeing the organization of the test, including question type and point esteem (e.g., there will be 10 different decision questions, every value two focuses, and two paper questions, every value 15 focuses). This assists understudies with utilizing their time all the more successfully during the test. Word questions obviously and just. Stay away from complicated and tangled sentence developments, twofold negatives, and informal language that might be challenging for understudies, particularly worldwide understudies, to comprehend. Likewise, in different decision questions, try not to utilize absolutes, for example, "never" or "consistently," which can prompt disarray. Enroll a partner or TA to peruse your test. Some of the time guidelines or questions that appear to be totally obvious to you are not generally so clear as you accept. Consequently, it tends to be really smart to ask a partner or TA to peruse (or even take) your test to make sure everything is understood and unambiguous. Contemplate what amount of time it will require for understudies to finish the test. Whenever understudies are feeling the squeeze, they might commit errors that don't have anything to do with the degree of their learning. Subsequently, except if you want to survey how understudies perform under time tension, it is vital to plan tests that can be sensibly finished in the time distributed. One method for deciding what amount of time a test will require for understudies to finish is to take it yourself and permit understudies triple the time it took you - or lessen the length or trouble of the test. Consider the point worth of various inquiry types. The point esteem you credit to various inquiries ought to be in accordance with their trouble, as well as the period of time they are probably going to take and the significance of the abilities they evaluate. It isn't generally simple when you are a specialist in the field to decide how troublesome an inquiry will be for understudies, so ask yourself: what number subskills are involved? Have understudies responded to questions like this previously, or will this be unfamiliar to them? Are there normal snares or confusions that understudies might fall into while addressing this inquiry? 

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Obviously, troublesome and complex inquiry types ought to be alloted higher point values than more straightforward, easier inquiry types. Likewise, questions that survey urgent information and abilities ought to be given higher point values than questions that evaluate less basic information. Think ahead to how you will score understudies' work. While doling out point values, it is helpful to think ahead to how you will score understudies' responses. Will you give fractional credit in the event that an understudy gets a few components of a response right? Provided that this is true, you should break the ideal response into parts and conclude the number of focuses you that would give an understudy for fractional credit when you do the real reviewing. For instance, assuming a short response question includes four discrete parts, appointing a point esteem that is distinct by four makes reviewing simpler. Making objective test questions Creating objective test questions - like different decision questions - can be troublesome, however here are a few overall principles to recall that supplement the techniques in the past area. Compose objective test questions so there is one and only one most intelligent response. Word questions obviously and essentially, keeping away from twofold negatives, colloquial language, and absolutes, for example, "never" or "consistently." Test just a solitary thought in every thing. Ensure wrong responses (distractors) are conceivable. Integrate normal understudy mistakes as distractors. Ensure the place of the right response (e.g., A, B, C, D) differs arbitrarily from one thing to another. Incorporate from three to five choices for every thing. Ensure the length of reaction things is generally no different for each inquiry. Keep the length of reaction things short. Ensure there are no linguistic hints to the right response (e.g., the utilization of "a" or "an" can warn the test-taker to a response starting with a vowel or consonant). Design the test so reaction choices are indented and in segment structure. In numerous decision questions, utilize positive expressing in the stem, keeping away from words like "not" and "with the exception of." If this is undeniable, feature the negative words (e.g., "Which of coming up next isn't an illustration of… ?"). Try not to cover options. Abstain from utilizing "The entirety of the abovementioned" and "Nothing unless there are other options" in reactions. (On account of "The entirety of the abovementioned," understudies just have to realize that two of the choices are right to respond to the inquiry. On the other hand, understudies just have to kill one reaction to take out "The entirety of the abovementioned" as a response. Also, when "Nothing unless there are other options" is utilized as the right response decision, it tests understudies' capacity to distinguish wrong responses, however not whether they know the right response.) plans for the following year's A-level and GCSE associates (Students in England to get notice of subjects after Covid interruption, 3 December). They never really address the major shortcoming in our schooling system, which is the underachievement of hindered understudies contrasted and those from advantaged foundations. The pandemic has broadened the distinctions between the two gatherings. Students in non-public schools have much better distance-learning arrangement in the event that they can't join in. Advantaged understudies in state schools approach PCs and broadband and to where they can learn at home. The public authority's guarantee to guarantee all students approach distance learning is one more broken one. The actions declared - preemptive guidance of subjects, bringing helps into tests, possibility papers for those experiencing any disturbance during the test time frame - will all incline toward advantaged understudies. John Gaskin Bainton, East Riding of Yorkshire The secretary of state is advancing changes to the 2021 assessments in the vain endeavor to make them "fair" in spite of the unavoidable difficulty of doing so given the varieties in understudies' Covid-related openness to instructing and learning. The expert affiliations appear to have acknowledged this inadmissible fudged circumstance. Do they not have confidence in their individuals' expert decisions? Why try to do something absurd and conceivably need to U-turn in the long run, so making yet more pressure for instructors and understudies? Why not depend, as in 2020, on directed instructor evaluations, considering that colleges and universities have not raised any clamor about showing the understudies surveyed in like that? One response: this conservative government has little to no faith in instructors and is fixated on the "GCSE and A-level best quality levels" in spite of an absence of expert agreement on the dependability of remotely set, concealed, coordinated assessments as the sole method for surveying understudies' exhibition.

Prof Colin Richards Former HM examiner of schools Throughout the assessment results disaster recently, the training secretary parroted the very mantra that finish obviously tests are the best procedure for estimating learning. He as often as possible added that this view was "generally acknowledged". He has never explained to us why he maintains this point of view or to which proof he is alluding. Truth be told, there is impressive proof extending back 40 years that different types of constant evaluation and coursework give a superior and more attractive manual for understudies' capacities. When such countless students have had seriously upset training and those in denied regions are probably going to have experienced most absence of coherence, doubtlessly it is reasonable to allow hard proof to outweigh political creed. Since a Conservative government under Margaret Thatcher began criticizing the idea of instructor surveyed coursework, until Michael Gove at long last annulled GCSE coursework in 2013, there has been a repeating theme to such assaults, to be specific the unwarranted fantasy that educators can't be relied upon. Britain's test controller Ofqual was riven by vulnerability and in-battling with the Department for Education before the current year's A-level and GCSE results, with the public authority distributing new arrangements in an Ofqual executive gathering that had been called to talk about them. Minutes of Ofqual's executive gatherings uncover the controller knew that its interaction for evaluating A-level and GCSE grades was temperamental before results were distributed, even as Ofqual was freely depicting its techniques as solid and fair. The minutes likewise show rehashed intercessions by the schooling secretary, Gavin Williamson, and the DfE, with the two bodies conflicting over Williamson's interest that Ofqual permit students to involve the consequences of counterfeit tests.

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