A while back I posted here about exam grades and golf clubs. And here we go again, this time with A levels. In light of Universities having to reject record numbers of students with three A grades there will be, wait for it, an A* grade. So now the grades chunk down one step as with GCSEs.
I actually heard someone on Radio 4 in support of this saying that those who in future got A grades wouldn't feel as though they'd done any worse than those who got A*. Eh? What are you talking about?? The current A will become a de facto B. There can only be one top grade! Let's count it: one.
It seems to me that the examination process serves two main purposes:
a) Students achieve something tangible. Good for them.
b) We differentiate between students according to their attainment. Good for us.
Problems come when we want all the students to not only achieve something, but achieve everything. When I was a Secondary School Maths Teacher I saw a continuum of ability in my pupils. No really, I did. You may not like it but some were very bright, some were very, erm, challenged and most were in the middle. It's just the way it is.
Why are we trying to pretend that we're all the same? So you got a B, that's because you didn't do well enough to get an A. Tough? Probably, but the alternative is what we have each year as the results come out: more and more bunching at the top leading to the inability to differentiate between the best.
I see the sense in criterion referenced testing for some sort of entrance or medical exam where a definitive standard needs to be achieved, but what's the point with GCSEs and A levels?
I don't suppose there'd be any point suggesting a return to normative assessment? No, didn't think so, it just wouldn't be fair...
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