How do you make exams fair? It’s a challenge that has vexed the greatest education minds for centuries. But never have so many people thought so hard about this question than for national school examinations in 2021.
Education Secretary Gavin Williamson last week spoke about putting “fairness into the system” as he unveiled a package of measures for GCSEs and A-levels in England. The measures include advance notice of exam topics, exam aids, and more generous grading (in line with that for 2020). All are justified for pupils who have suffered widespread disruption in the wake of the pandemic. Not least it will provide clarity for teachers about what lies ahead next summer – and for over a million stressed teenagers currently in the midst of their mock exams.
But in my view the biggest question of fairness remains unresolved. How do we recognise the extra learning loss experienced by some pupils, particularly those from the poorest backgrounds? Covid-19 has exposed the stark social class divide that lies outside the school gates. Reduced schooling has left the world an even more unequal place. Read More