Commons Sense

House of Commons · Westminster Hall

Centre-assessed Grades

10 May 2023 · 2 other contributors · 5,202 words

Opened by Caroline Ansell Con Eastbourne

Responding minister: Nick Gibb

Education

Summarised by AI from the official record, so it can contain mistakes.

Read the full transcript on Parliament.uk

At a glance

Caroline Ansell raised concerns about centre-assessed grades in Westminster Hall. A government minister responded.

Key points

  • The pandemic had a catastrophic impact on education, affecting students' ability to sit exams, especially those with serious medical conditions.
  • Centre-assessed grades based on teacher assessment saved the classes of 2020 and 2021 but did not adequately address the needs of students too ill to sit their exams in subsequent years.
  • The lead MP asks the Minister to ensure new guidance on centre-assessed grades is clearly understood and applied by every school and to consider students who may have been overlooked due to misinterpretation of guidance.

Key requests to Government

The lead MP asks the Minister to ensure that new guidance on centre-assessed grades is clearly understood and applied by every school across the country. Additionally, she requests consideration for students who may have been overlooked last year due to misinterpretation of guidance.

How the debate unfolded

MPs spoke in turn to share their views and ask questions. Here's what each person said.

Opened the debate

Caroline Ansell Con Eastbourne

The pandemic had a catastrophic impact on education and affected students' ability to sit exams, especially those with serious medical conditions. Centre-assessed grades based on teacher assessment saved the classes of 2020 and 2021 but did not adequately address the needs of students who were too ill to sit their exams in subsequent years. Students faced a choice between sitting one paper or receiving no qualification at all, which felt like a participation award rather than a real recognition of their academic efforts.

Other contributors (2)
  • Stephen Morgan Lab Portsmouth South

    Calls for an inclusive education system that is fair to all students, particularly those with vulnerabilities such as special educational needs and disabilities. Highlights the impact of the pandemic on mental health and waiting lists for paediatric services. Emphasises the need for flexibility in assessment systems for children in extreme situations.

  • Tracey Crouch Con Thornbury and Stapleton

    Criticised the guidance for its vague definition of disabilities, highlighting a case of Charlotte, who was diagnosed with cancer. Stressed that chemotherapy treatment impacts both physical strength and mental capacity. Advocated for clearer guidance on how to handle such cases. Stresses the need to make it explicit that cancer is covered by the guidance, ensuring no child diagnosed with cancer worries about their education or exams. Urges for clear communication early on in conversations involving children facing such diagnoses.

Government Response

Nick Gibb

It is a pleasure to take part in this debate under the chairmanship. The minister congratulated Caroline Ansell on securing the debate and expressed sadness over the diagnoses of Lara, a constituent fighting cancer, and Charlotte, a student at Maidstone Grammar School for Girls who was diagnosed with an illness. Ofqual regulates qualifications, examinations, and assessments in England to ensure that regulated qualifications reliably indicate knowledge, skills, and understanding demonstrated by students. Exam boards make reasonable adjustments based on published specifications under the Equality Act 2010. Exams provide a fair chance for students to show what they know, understand, and can do, with a level of impartiality not found in other forms of assessment. In 2020 and 2021, centre-assessed grades were necessary due to unprecedented disruption; however, exams returned last year as an important step back to normalcy. GCSE students will receive formulae and equation sheets this year. The JCQ published updated reasonable adjustment guidance on May 5, 2023, to provide clarity and assurance for students and schools. Last year, exam boards used alternative evidence to determine grades in exceptional circumstances where disabled students could not take exams due to their disability. Senior examiners use robust evidence provided by schools and colleges to determine a grade without the student taking scheduled exams. Exam boards confirmed they will continue a similar approach going forward. The minister clarified that arrangements last year were not centre-assessed grades but rather reasonable adjustments made by examiners. JCQ shared updated guidance with the education sector, and Ofqual and DfE will look for opportunities to promote it further. MPs and peers will receive a letter summarising this matter soon. Students in difficult situations prior to exams should speak to their school or college which can then contact the exam board directly on their behalf.

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