Dr Tracy Kirk: Problems with SQA results still need to be solved

In practice the framework of assessment and planning known as Getting It Right For Every Child (GIRFEC) helps ensure rights and wellbeing underpins decision-making through consultation and engagement with children and those around them.

The Deputy First Minister is a long-term, proud supporter of GIRFEC and ensuring that we have a child-centred approach to education. However, it is of increasing concern that the SQA alternative grading process is undermining the GIRFEC framework. An urgent change is required to ensure Scotland fulfils its legal obligation to protect the rights of young people.

Since the cancellation of the exams, youth-led SQA Where’s Our Say and I have been trying to ensure that children’s rights are central to the alternative grading process. Such an approach would have ensured clarity about grade allocation,

This year young people have reported feeling isolated, worried and concerned about their grades during the four months prior to results day. Although a degree of worry and concern are normal when awaiting exam results, ordinarily students know how their grade will be determined: class test worth 30% of overall grade and an exam the remaining 70%, for example. This year there was no clarity about what would be included in teachers’ holistic grade estimations.

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This lack of transparency was compounded by the lack of opportunity for young people to discuss their concerns with teachers or the SQA. Many school websites had messages like "DO NOT CONTACT YOUR TEACHER ABOUT SQA ESTIMATES" on their websites as teachers sought to make deadlines placed upon them by the SQA. The pressure upon our teachers was immeasurable.

Young people who have contacted SQA Where’s Our Say have highlighted a range of issues not resolved by reinstating teacher’s estimates. These include: students who were given estimated grades lower than prelim grades without knowing why; prospective university students who cannot get their places confirmed or have already lost their places and their prospective university has no spaces available; school leavers who are being told by their schools that they cannot appeal because they are no longer students; home-schooled children who need to repeat the academic year ...

The reality is, Scotland still has many individuals who are not being listened to and who need urgent action from the SQA and Scottish Government to ensure they do not face long-term disproportionate disadvantages as a result of the pandemic. A child centred approach is required.

In a normal academic year an exceptional circumstance appeal can be submitted. This allows the use of any evidence which shows the abilities of a candidate alongside a statement about their individual personal circumstances, where applicable. The First Minister has repeatedly said that ‘‘any young person who feels disadvantaged by the SQA due to personal circumstances can appeal’’.

It is important that a direct appeals process is put in place to ensure that this is indeed the case – not everyone has been aided by the measures announced so far and many don’t want to rely upon others.

YOUNG people have lost control over so much of their lives since March. They need that control back and giving them ownership of the appeal process is an important step in achieving this.

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At present, the SQA’s website advises students that their ‘‘complaints handling procedure cannot consider any questions or concerns you might have about SQA’s 2020 awarding model’’. There is a continued lack of access to justice for those students who have been let down by the 2020 SQA alternative grade process.

It is difficult to put into words how important it is to see each individual candidate as an individual. The failure to engage with young people while developing the alternative grading process fails to appreciate that each young person should be central in decisions about his or her future. It fails to recognise that teachers won’t know all the personal circumstances which each student has, therefore emphasising the need for students to be given the ability to appeal directly to the SQA.

Scotland can be a world leader in children’s rights but it is paramount that going forward a child-centred, rights based approach is taken. Failure to ensure there is an open and direct appeals process is a failure to ensure a child-centred, GIRFEC approach. It would be a shame if this undermines the commitment to children’s rights shown by the Scottish Government when it should really be used to shape the response.