Asked by: Hilary Benn (Labour - Leeds Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether students will be given information on what will be in their (a) GCSE and (b) A-level exams in England in summer 2023.
Answered by Nick Gibb
On 29 September, the Department and Ofqual confirmed exams will largely return to well-established, pre-pandemic arrangements in summer 2023.
The Department confirmed that advance information will not be provided for any exams taken in summer 2023. The Department has, however, decided that formulae and equation sheets for GCSE mathematics, physics and combined sciences exams should be provided in summer 2023, as was the case for exams in 2022. Ofqual has also confirmed a return to pre-pandemic grading in 2023. To protect pupils against the disruption of recent years, and in case pupils’ performance is slightly lower than before the COVID-19 pandemic, senior examiners will use the grades achieved by previous cohorts of pupils, along with prior attainment data, to inform their decisions on where to set grade boundaries.
These decisions reflect that while the 2023 cohort may have experienced some disruption due to the pandemic over the course of their qualifications, it has not been as significant as that experienced by pupils who received qualifications in 2022. Pupils will, for example, have had more time to cover the curriculum, practise assessments and understand education recovery programmes and interventions.
Asked by: Naz Shah (Labour - Bradford West)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to release advance information on GCSE and A Level Exams in 2023.
Answered by Nick Gibb
On 29 September, the Department and Ofqual confirmed examinations will largely return to well-established, pre-pandemic arrangements in summer 2023.
The Department confirmed that advance information will not be provided for any examinations taken in summer 2023. The Department has, however, decided that formulae and equation sheets for GCSE mathematics, physics and combined sciences examinations should be provided in summer 2023, as was the case for examinations in 2022. Ofqual has also confirmed a return to pre-pandemic grading in 2023. To protect pupils against the disruption of recent years, and in case pupils’ performance is slightly lower than before the COVID-19 pandemic, senior examiners will use the grades achieved by previous cohorts of pupils, along with prior attainment data, to inform their decisions regarding where to set grade boundaries.
These decisions reflect that while the 2023 cohort may have experienced some disruption due to the pandemic over the course of their qualifications, it has not been as significant as that experienced by pupils who received qualifications in 2022. Pupils will, for example, have had more time to cover the curriculum, practise assessments and use education recovery programmes and interventions.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the announcement made by the Chief Regulator of Ofqual on 30 September 2021 that exam results in 2022 will "reflect a midway point between 2021 and 2019", what recent estimate Ofqual has made of the likely distribution of (a) A-Level and (b) GCSE grades in summer 2022.
Answered by Andrea Jenkyns
The department is clear that exams are the best and fairest form of assessment for students to show what they know and can do. In 2022, students have taken exams and assessments in A levels, T Levels, and other post-16 qualifications for the first time since the beginning of the COVID-19 pandemic. These examinations took place with adaptations to reflect the disruption young people have faced to their education throughout the pandemic.
The grading of GCSEs, AS, and A levels is a decision for Ofqual, as the independent regulator of qualifications. This summer, results will be higher than when summer exams were last sat, but lower than in 2021, when grades were awarded by teacher assessment. This means the bar for achieving an A, for example, will not be as high as it might have been in 2019.
The department has asked Ofqual’s Chief Regulator, Jo Saxton, to write directly to the hon. Member about the distribution of A level and GCSE grades in summer 2022, and the steps they are taking to inform parents about grading. A copy of her reply will be placed in the library of both Houses.
The department has, in collaboration with Ofqual, worked closely with the higher education (HE) sector in shaping the decisions around exams and assessments in 2022. Following Ofqual’s September 2021 announcement on grading, universities have set entry requirements and made offers to students according to this approach. Throughout the year, we have worked with the HE sector to brief providers on the approach to grading with extensive planning ahead of results day, including on operational readiness, and ensuring support is in place for students, whatever their next steps might be this summer.
Record numbers of students have applied to university this year. UCAS is expecting the majority of firm offer holders to gain a place at their firm choice university on A level and T Level results day. Students can have confidence that getting into HE is a fair process, with admissions teams taking into account the broad range of information about a student in addition to their predicted grades, including teacher references, and for certain courses with a 15 October application deadline, their performance in admissions tests.
Asked by: Bernard Jenkin (Conservative - Harwich and North Essex)
Question to the Department for Education:
To ask the Secretary of State for Education, he he will make an assessment of the impact of rail strikes on the ability of school pupils taking GCSE and A level examinations to travel to their exam locations; and if he will make a statement.
Answered by Robin Walker
The overwhelming majority of students are not reliant on rail transport to attend school or college, as only around 1% of 11 to 16-year-olds travel to school by train. However, the department does know that a small number of students in schools and a larger number in further education colleges will be affected either by rail disruption, or by busier roads and greater demand for other public transport. This means they will likely be experiencing additional stress and disruption at a time when they should be able to fully focus on doing their best in their exams.
Many students will be able to make alternative arrangements. Schools and colleges are also expected to play their part in supporting those students who are likely to be impacted or struggle to make alternative arrangements. Schools and colleges are also expected to have contingency arrangements in place to manage any possible disruption to exams and formal assessments, including late arrival of staff or students.
The Joint Council for Qualifications (JCQ) have published updated guidance for centres managing exams this summer. This outlines existing flexibilities, as well as changes to the normal rules for conducting examinations, and is designed to support centres experiencing disruption. This includes additional flexibility around published start times, which could be used if an invigilator is delayed by transport disruption. Where students arrive late, centres should consult JCQ guidance on what to do. In most cases, centres should allow students to take the paper, and exam boards will determine whether that paper can be accepted, depending on how late the student is.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to ensure that grading of (a) GCSE and (b) A-Level examinations are accurate.
Answered by Robin Walker
These are matters for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Dr Jo Saxton, to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.
Asked by: Nick Fletcher (Conservative - Don Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to help ensure that children are assessed fairly in their upcoming GCSE and A Level assessments.
Answered by Nick Gibb
Fairness to young people is fundamental to the Department and Ofqual’s decision making. We want to ensure all young people have the confidence that, despite exams not going ahead, they will receive a grade that reflects their ability and enables them to progress.
Pupils will receive grades determined by their teachers, with assessments covering what they were taught, and not what they missed. Teachers have a good understanding of their pupils’ performance and how they compare to other pupils this year and in previous years. They are best placed to undertake an assessment of the level of learning loss of individuals as they know their pupils best.
Entitlements to reasonable adjustments should be taken into account by teachers when deciding which evidence to use, with flexibility to use or discount evidence. The range of evidence can be tailored to an individual pupil according to coverage of the specification.
Teachers have been provided with grade descriptors and exemplar materials to support them in making an evidence-based judgement of the grade at which each pupil is performing. Pupils will also have multiple chances to show what they know and can do and will be able to see the evidence their teacher plans to submit for them.
Exam boards have set out clear requirements for quality assurance to centres. Every centre will need to produce a policy setting out their approach to assessment and quality assurance, and exam boards will check these. Heads of Centre will also be required to provide a formal declaration about the accuracy and integrity of the grades submitted and the processes supporting them.
Every pupil will have the safety net of the option to appeal their grade if they wish to. If a pupil believes their grade is wrong, they will be able to ask their centre to check for errors and make sure they have followed their own process correctly.
Asked by: Paul Blomfield (Labour - Sheffield Central)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 23 March 2021 to Question 168889, on GCE A-level and GCSE: Assessments, what specific guidance his Department has issued to schools and colleges on taking into account the mitigating circumstances faced by young carers when determining GCSE and A level grades.
Answered by Nick Gibb
The Department is committed to ensuring that all those who were due to take exams in 2021 have the best possible chance to show what they know and can do, enabling them to progress to the next stage of their education, training, or employment, no matter their background.
Following the Department’s response on 23 March 2021, the Joint Council for Qualifications has published guidance on the determination of grades in Summer 2021: https://www.jcq.org.uk/summer-2021-arrangements/. As the guidance states, the range of evidence teachers can use to determine the grades of their pupils is flexible and they should only be assessed on what they have been taught.
Mitigating circumstances and access to reasonable adjustments should be taken into account by teachers when deciding which evidence to use, with flexibility to substitute or discount evidence. Where a pupil’s performance in assessments is impaired through an event outside of the pupil’s control and may have affected their performance in assessments which will be used to determine a grade, this should be taken into account by teachers. Centres must be satisfied that the issue or event has had, or is reasonably likely to have had, a material effect on a pupil’s ability to demonstrate their normal level of attainment in an assessment. Pupils must be reminded to raise any mitigating circumstances which warrant special consideration as soon as possible, ideally at the time of the assessment and prior to the submission of the teacher assessed grade.
We want to make sure that young carers get the support they need and are able to take advantage of opportunities beyond their caring responsibilities. The 'Schools Coronavirus (COVID-19) Operational Guidance' recognises that some young people, including some young carers, might feel anxious about attending school. The Government has published guidance for both schools and local authorities on how best to support families and protect vulnerable children during COVID-19, alongside guidance for young people with caring responsibilities, which includes information on how and where they can get help and support.
We remain committed to supporting young carers, and will continue to work closely with schools, stakeholders, care organisations and the wider sector. The Government continues to fund projects to support vulnerable children and young people whose usual support networks have been impacted by the COVID-19 outbreak, including young carers as a target group. The provision includes a range of support, including online counselling and helping children and young people stay connected with school.
Asked by: Paul Blomfield (Labour - Sheffield Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what advice he is giving to schools and colleges on taking account of caring responsibilities of their students when determining GCSE and A Level grades in summer 2021.
Answered by Nick Gibb
The Department will do whatever it can to make sure no child, whatever their background or location, falls behind as a result of COVID-19. We know that young carers may be particularly vulnerable during this time and ensuring that vulnerable children and young people remain protected is our top priority.
Given the ongoing disruption to education caused by the COVID-19 outbreak, we announced in January 2021 that GCSE, AS and A level exams will not go ahead as planned this summer. The interests of pupils are at the core of our recommendations. Our priority is to ensure all those due to take exams in 2021 have the best possible chance to show what they know and can do, enabling them to progress to the next stage of their education, training or employment.
Teachers have the flexibility to use a range of evidence, including the use of optional questions provided by exam boards, mock exams, non-examined assessment coursework, or in-class tests set by the school which align closely with the awarding organisation’s specification for the qualification. Teachers can draw from a range of evidence from across the duration of the pupil’s course, to determine their grade and work produced outside of the school or college environment, for example at home, can be included as evidence to support a teacher’s judgement.
We know there has been differential education loss, as some pupils have suffered more disruption to their education than others. Because of this, pupils will only be assessed on the content they have been taught.
We have also been clear that mitigating circumstances and pupils who are entitled to reasonable adjustments should be taken into account by teachers when deciding which evidence to use, with flexibility to substitute or discount evidence.
Asked by: Marquess of Lothian (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what contingency planning they undertook between August 2020 and January 2021 to prepare for the possibility that A-Level and GCSE examinations might be cancelled in 2021.
Answered by Baroness Berridge
It was right that the department planned for exams to go ahead because they are the fairest method of assessing what students know and can do. Despite education remaining a national priority, the department remained conscious that the course of the virus and the subsequent extent of necessary public health restrictions would be unknown. We therefore worked closely with Ofqual and the exam boards to plan for a range of scenarios between August 2020 and January 2021. This allowed the department to launch the joint Department for Education and Ofqual consultation on alternative arrangements to exams on 15 January, soon after my right hon. Friend, the Secretary of State’s statement to the house on 6 January that, given the further disruption to education, exams could not go ahead as planned.
The department has now confirmed further details on alternative arrangements to exams, which can be found here: https://www.gov.uk/government/publications/awarding-qualifications-in-summer-2021/awarding-qualifications-in-summer-2021.
Asked by: Abena Oppong-Asare (Labour - Erith and Thamesmead)
Question to the Department for Education:
To ask the Secretary of State for Education, what process his Department has put in place to allow private candidates to be assessed effectively following the cancellation of GCSE and A Level exams in 2021.
Answered by Nick Gibb
The Department and Ofqual have ensured there is a clear and accessible route for private candidates to receive a grade this year, at the same time as other candidates.
Private candidates can work with a centre to be assessed on a range of evidence, which could include evidence from an established educational provider and the board-provided assessment materials. The Joint Council for Qualifications (JCQ) have issued guidance for centres about assessing private candidates, taking into account their different circumstances. These candidates should have the same opportunity as other students to be assessed on what they were taught, and centres can conduct assessments remotely if needed. Further guidance on assessing all candidates (including private candidates) will be published before the end of March.
We are working with the sector to ensure there are enough centres available to support private candidates, and JCQ will publish a list of available centres by the end of March, giving private candidates the opportunity to find a centre at a similar cost to a normal year. The exam boards have committed that private candidates will not be charged late fees if entries are received by 26 April. To support centres with the additional requirements of assessing private candidates this year, and avoid the cost being passed on to candidates, we are providing a grant for centres to claim £200 per private candidate entry. The Government is encouraging all available exams centres to sign up to help these candidates achieve their qualifications in this exceptional year.