(8 September 2020). I have been thinking about exams a lot recently-hard to avoid really. The fundamental problem is that the government appeared to have an obsession with “Grade inflation” i.e. if results are “better” they seem to assume it is because exams are getting easier rather than pupils learning more. (This seems odd as in other areas of life improvements such as the population improving in health, or less children in poverty are seen as positive). They also consciously discriminated against clever pupils in deprived areas.
I reflect that this is because they (and previous governments) have never made clear what they expect from the exam system.
In any widely taken exam a decision has to be taken on how to set the grades. There are two choices.
- Norm referenced tests – For these a simple decision is made that, for example only 20% of candidates get an A grade (and so on throughout the divisions). This is honest and straightforward particularly as results are used for entry to further education and employment. It does, of course, mean that an individual’s grades are related to the quality of their cohort.
- Criterion referenced tests-For these a standard is set and the number who achieve a given grade is entirely based on their abilities. Thus, the numbers getting an A grade will vary but will reflect individual’s abilities and the input of teachers.
I prefer the latter system though it should be clear which is used. Write to your MP about it
In the UK, typically, “A levels are currently neither fully norm-referenced nor fully criterion-referenced”. As parliament was told some years ago.
As a footnote I am also puzzled why there are five different commercial organisations offering GCSE exams (with a further two just offering A levels). To me it would make sense to have only one organisation setting exams as is common in most civilised countries. This is how I feel.
