Education Bill

Debate between Lord Lucas and Lord Peston

Monday 18th July 2011 Grand Committee

[Lord Lucas]

My Lords, again I have received a very satisfactory e-mail from the Government on this subject. My object here is merely to try to persuade the Government to release more information about the actual marks obtained by students in examinations.

If you are trying to use data to evaluate schools, having things divided into grades is very inconvenient and is a very coarse measure of student achievement, which therefore tends to produce rather coarse judgments of how well individual schools and students have done. It is much more helpful to have the detailed grades. If the Government allow more access to government data in respect of not just universities but schools, that will help parents and whatever intermediaries they use—I declare an interest as the editor of the Good Schools Guide, which uses a lot of government data—and it will greatly improve the information that can be passed on to parents. Generally, it will also improve people’s understanding of where a school is. To have a C-D boundary—or even an A-B or B-C boundary—and to judge schools on how many children they get to one side or the other of that boundary is a very coarse way of measuring the performance of a school, which might be one mark either way. What is interesting is where the preponderance of the students are on a much finer scale.

I am encouraged that the Government are thinking of making this sort of information available. The information may not sink in with employers very quickly, but that will happen eventually. The Swiss publish individual marks, so that people can see where they are on a scale out of 100, and Swiss employers now understand that the mark is more important than some artificial boundary that has been inserted in the middle to say whether someone is a C or a D. I think that this would be progress for everybody, and I am very glad that the Government are prepared to contemplate moving in this direction. I beg to move.

[Lord Peston]

My Lords, I ask the noble Lord, Lord Lucas, to enlighten me, as I do not know much about what goes on in schools. Certainly, as someone who was once a university teacher, it never occurred to me that the marks meant anything at all. Is it the case that the pupil is given a mark by the teacher but the pupil does not know the mark and is instead given a grade? Is that what actually happens now?

Certainly, what used to happen in universities was that, essentially, you gave students marks and, if those marks corresponded to certain grades but there were not the desired number of people in the grades, you just changed the marks. In other words, the marks were meaningless. What does it mean to be given a mark of 80? It means nothing at all; it is not a measure of achievement because we could have given a mark of 0.8 or 0.08 or anything else. What matters is first how the students are ranked, and you then need some other measure of their achievement, which I do not believe is given in any way by either numbers or grades.

Can the noble Lord at least tell me what actually happens in schools? When someone marks the student’s papers, would the student know what grade they would get if they knew the mark? Are the marks adjusted to get to the grades, or are the grades adjusted to make them come out the way that they ought to come out?

[Lord Lucas]

My Lords, perhaps someone will rescue me if I get this wrong—there are several experts here—but, generally, rather than the marks being shifted, the grade boundaries are shifted, so you do not know what mark the C-D boundary is until the assessors have gone through the whole process of marking the papers and assessing how the students have answered the questions so that they can see where the level of difficulty lies.

The importance of knowing individual marks is that the information allows you to look more finely at how students have done and how a school has done. That would enable, for instance, parents to look at the results in a norm-referenced rather than criterion-referenced manner, if that was a judgment that they preferred to make. At the moment, you cannot say whether a child is in the top 10 per cent nationally, because you only have very coarse information as to where the grade boundaries are. I agree with the noble Lord, Lord Peston, that there is no significance to the marks themselves—it is all a matter of relativities and rank and order—but my proposal would start to give us more and better information about schools. What use we can make of that information is down to our individual ingenuity.

--- Later in debate ---

[Lord Peston]

I would like to add another question. Is the purpose of this to compare schools? Is that the point? What you need therefore is some ruler which enables you to say that this school is more successful than that school “because”. I do not understand what you put in the “because” bit.

[Lord Lucas]

My Lords, comparing schools is a complicated business and you have to take all sorts of things into account. Exam results are part of that. To have the marks finely graded makes them a better part of measuring how schools have behaved. When the system gets used to it, such information will be better for students in that they could show that, for example, they are in the top 1 per cent nationally or that they only missed a C by one mark. In either sense, students would benefit from being able to display them.

Students can get the marks under certain circumstances now. If you ask for a regrade, you get to see what your marks have been but, because you cannot see everybody else’s marks or what the universe of marks looks like, there is very little you can do with that. So they exist but they are not disclosed.