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”. 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.”
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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. 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.
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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. 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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