Exams and Accountability in 2021

Baroness Garden of Frognal Excerpts

Tuesday 8th December 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I thank the noble Lord for his involvement in schools. We depend on thousands and thousands of volunteers in our schools for governance in the school system. In terms of the aids that can be taken into exam rooms for some topic areas, the exam boards are now working at pace to make sure that those are broadly equal across subjects, so that there are no assertions that one subject is easier than another. That work is taking place and, bearing in mind the issue that the noble Lord talks about, they will be completing it as soon as they can. However, there is also the three-week delay in the examination system, which was announced a few months ago. All exams, barring the English and Maths papers, are taking place three weeks later, as I outlined.

With regard to the email, these measures are being taken precisely because there are so many different circumstances, even within one school, as I outlined. Some students might have thrived on the remote teaching facility but others will have struggled with it. It is not possible to take into account every single variant and response to the situation, but, after careful consideration, thorough consultation with the sector was felt to be the most appropriate way to help the most disadvantaged students. We remain convinced that exams are the fairest way for pupils to display their performance. In a way, those students will be more disadvantaged than last year’s exam cohort because of how much their teaching has been disrupted this year. However, exams, rather than teacher-assessed grades, are the fairest way to judge pupils’ achievements.

[Baroness Garden of Frognal (LD)]

My Lords, I too thank the Minister, and it is a pleasure to follow the noble Lord, Lord Griffiths. This Statement shows, again, the Government’s obsession with academic achievement and disregard for vocational and practical skills. I am sorry to contradict the Minister, but exams are not always the best and fairest way to carry out assessment. Coursework and continuous assessment are often far more appropriate, particularly for students who are struggling or for practical skills. The measures that the Government are proposing here—I echo what the noble Lord, Lord Watson, said—will do very little to help disadvantaged children or level up opportunity. Given all the difficulties that students have suffered— again, I echo my noble friend Lord Storey—why will the Government not give more responsibility to teachers to determine grades? They have done a phenomenal job in these very difficult times and are very much better placed to know which children have missed out, which have suffered the greatest disadvantages, and which are better suited to practical forms of assessment and not to exams. Indeed, teachers are better placed to determine the merits of the grades that the children should get.

[Baroness Berridge (Con)]

My Lords, the Statement from my right honourable friend the Secretary of State addressed the fact that similar concessions are being made for vocational and technical qualifications. As the noble Baroness is aware, those assessments are made much more regularly throughout the year—I think that the next ones will be in January. Therefore, concessions will be made. Flexibility has been introduced into assessments during the pandemic, one change being a reduction in the number of assessment units. We are acutely aware of the need to maintain parity and we recognise the lack of education due to the pandemic, which has affected those studying BTEC and other qualifications. I repeat that we pay tribute to all that teachers have been doing, but the more objective way to assess pupils’ performance is through exams.