Addressing Concerns About Inconsistent GCSE English Marking
Concerns have been raised about the reliability of the marking of GCSE English this summer, after complaints that normally high-achieving pupils in schools in England were awarded lower than expected results, which then went up after being re-marked. In some cases, marks for individual questions doubled after a review, and at least one pupil’s grade jumped from 6 to 9. GCSEs are graded on a scale of 1 to 9, with 9 being the highest grade.
The vast majority of GCSE English language and literature candidates sit exams set by the AQA exam board, which said requests for reviews of English marks this year were in line with expectations. However, many in the sector have expressed concerns about the level of experience among examiners. Andrew McCallum, the director of the English and Media Centre, a charity working to support English teachers and students, stated, “This year we’ve heard from more teachers than ever before about the unreliability of GCSE marking for English, both language and literature. In particular, we’ve heard from teachers whose high-attaining students have been given unexpectedly low marks.”
## Concerns and Impact of Inconsistent Marking
One head of English shared his mixed emotions after a re-mark: “Had another AQA Lit review back today. Across both papers, it moved up 41 marks from a grade 6 to a 9. Buzzing and fuming.” Another head of department who sought a re-mark of paper two of AQA GCSE English literature reported one mark going up from 17 to 30 while a second more than doubled from 14 to 30, resulting in a jump of two grades.
These inconsistencies in marking have also affected drama results, with a forum for teachers of AQA GCSE drama containing a stream of outraged comments. One teacher shared, “Just had a paper re-marked and the pupil went from having a 6 overall to an 8. The 32-marker was originally marked at 12, then re-marked at 21.” Another teacher expressed frustration, saying, “I’ve got all my papers back and I’m horrified by the harshness of the written paper marking. My students will not get a re-mark as it’s too expensive. So frustrating and unfair.”
## The Human Impact
A drama teacher at a small rural comprehensive in the south of England shared their concerns, stating, “It appeared the person who’s marked these papers does not know a thing about the course. It’s unbelievable. These are children’s lives which are being absolutely messed with.” The emotional toll on both students and teachers due to these inconsistencies in marking cannot be overlooked.
An AQA spokesperson defended the exam board’s practices, stating, “We’re proud to be the most popular exam board for GCSE English language and English literature. Every year, schools, colleges and exam centres make requests for reviews of marking, and our associates are qualified for the job.” However, the significant number of grade changes following re-marks raises questions about the overall quality of marking and the impact it has on students.
## Calls for Transparency and Accountability
A spokesperson for England’s exams regulator, Ofqual, emphasized the importance of ensuring that examination boards recruit, train, and monitor appropriately qualified markers to ensure students’ work is marked reliably. Students have the right to request an electronic copy of their exam script to help inform decisions about when to seek a review of marking.
Official statistics regarding the number of reviews of marking will be published later this year, shedding light on the extent of the issue. Last year, there was a significant increase in the number of reviews requested for GCSEs, indicating a growing concern among students and educators about the consistency and accuracy of marking.
Tom Middlehurst, the curriculum, assessment, and inspection specialist at the Association of School and College Leaders, expressed concern over the high number of grades being changed following re-marks. While these changes may represent a small minority of overall scripts, they can have a significant impact on students and raise questions about the adequacy of marking standards.
## Addressing the Challenges Ahead
As the education sector grapples with the implications of inconsistent marking in GCSE English, there is a growing call for greater transparency, accountability, and quality assurance measures to ensure that students receive fair and accurate assessments of their work. The emotional and academic toll of receiving lower than expected grades, only to have them corrected upon re-marking, can have lasting effects on students’ confidence and future opportunities.
Moving forward, it is crucial for exam boards, regulators, and educators to work collaboratively to address the root causes of inconsistent marking and implement measures to improve the quality and reliability of assessments. Students deserve a fair and transparent evaluation of their work, free from the uncertainties and frustrations caused by inconsistent marking practices. Only through collective efforts towards accountability and excellence can the education system regain the trust and confidence of students, teachers, and parents alike.
