TEACHERS will have to rely to an “unfortunately excessive extent” on “pseudo exams” to assess senior pupils in Scotland this year, according to an education expert.
Lindsay Paterson, professor of education policy at the University of Edinburgh, said this was because the Scottish Qualifications Authority (SQA) had cancelled most of the normally assessed course work this year, “a failure that has not been widely enough commented on”.
The national exam diet was called off because of the coronavirus pandemic but concern is growing over Alternative Certification Model (ACM), with many pupils complaining the assessments scheduled for this term look like formal exams.
The youth-led SQA Where’s Our Say group told the Sunday National that young people had been contacting them to raise concerns over fairness.
“Some are concerned that they are being asked to learn a whole course with only a fraction of the teaching they would have in a ‘normal’ year,” said Rachael Hatfield of the group.
“Other students are asking how their individual circumstances will be considered by teachers in a way that is fair. For example, students who have had several periods of self-isolation prior to lockdown, those who have been caring for family members during Covid-19 and those with limited or poor internet activity, who want to know how their circumstances will be fed into the ACM the SQA has developed.
“Some students are confused about the language used – how is an assessment different to an exam when it makes them feel the same level of anxiety?”
She said the group had also heard from pupils with additional support needs who say they need greater flexibility than schools were currently offering.
“We know some universities are offering online, home-based exams over a 24-hour period for all students – however that doesn’t appear to have been considered by the SQA,” she said.
Mia, a pupil from Glasgow, said the assessment process was “very stressful because most of us are still being examined in exam conditions”.
“Despite lockdown and so much missed school time we are still expected to perform as well in these assessments as we would in final exams and it puts a lot of pressure and stress on us,” she said.
Paterson said what was now being asked of teachers was “completely unreasonable”.
“The SQA has essentially said that teachers should use the exam papers that they have provided online and should get pupils to sit these in conditions that are as close as possible to a normal exam,’ said Paterson. “No amount of denial by the SQA or by ministers can get round that clear set of instructions.”
She said that while, in some respects, that created a better basis for teacher judgments than was available last year when the exams were cancelled it was also clear pupils were not being given the same opportunity to prepare as they normally would, even though their learning had been “severely disrupted”.
“The SQA also cancelled most of the normal assessed course work this year, a failure that has not been widely enough commented on,” said Paterson. “So teachers will have to rely to an unfortunately excessive extent on the pseudo-exams. I don’t think any system of assessment would be fair in present circumstances but blaming teachers and schools for interpreting the SQA instructions as being to run exams is hardly likely to encourage confidence in the system.”
However the National Parents Forum of Scotland (NPFS) said it backed the ACM.
David MacDonald, representative for Renfrewshire, said it had been developed by the National Qualifications 21 Group which consisted not only of the SQA and Education Scotland but also NPFS, the EIS teachers’ union, School Leaders Scotland, the Scottish Council of Independent Schools, the Scottish Youth Parliament, the Scottish Government, the Association of Directors of Education in Scotland and Colleges Scotland.
He said that although Deputy First Minister John Swinney had announced the exams diet would be cancelled that did not mean there would not be tests and assessments.
“There is some criticism from parents and carers that class tests and assessments are taking place at all but we are 100% behind this model in that we feel it is fair and credible and an appeal system will be factored into the process,” said MacDonald. “There is an increased burden on teachers this year but we feel it is an appropriate way to deliver these set of qualifications fairly.”
MacDonald said that to ensure fairness the tests would have to be taken in controlled conditions with invigilators and due to the number of pupils in some schools they would have to take place in sports halls rather than classrooms to comply with Covid safety regulations.
“Some people have called for inferred judgement to be used which we strongly disagree with as it would mean a teacher would guess what grade a child would have received had they had a normal school year,” said MacDonald. “We feel this would lead to a stigma associated with the cohort of learners this year and would have a detrimental effect on future work prospects, apprenticeships and FE.”
MITIGATIONS put in place because of the pandemic mean the assessment elements of the national qualifications have been reduced to around 70% of the courses although learners will be expected to have completed 100% of their courses by the time the summer break begins.
“Furthermore there is a quality assurance process in this which allows the SQA to sample work from every single school and college in the country to make sure the assessments and class tests are marked fairly and accurately and there is no overly critical or overly generous marking of work,” said MacDonald.
An SQA spokesperson said: “Following the cancellation of exams by the Scottish Government this year’s alternative certification model has been co-created by the National Qualifications Group with representation from across the education system, including parents and learners. The group has been clear that there is no requirement to replicate a full formal exam or prelim diet this year.
“Schools and colleges know their learners best, so it is appropriate that they deliver assessments which suit their circumstances, in discussion with parents, carers and learners. Local and national quality assurance of the evidence will help deliver fairness to learners.”
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