MSP fears new grading plan could affect deprived areas
An MSP has raised concerns over the recently outlined grading plans for secondary school pupils.
Scottish Labour’s Glasgow list representative James Kelly fears that the new arrangements will create “additional barriers” for students from deprived areas.
With no exams taking place this year because of the coronavirus pandemic, the SQA’s model for awarding qualifications will see pupils have their grades estimated and ranked by their teachers.
From there, the SQA will adjust the grades based on a range of criteria including what it termed, “schools’ and colleges’ previous history of estimating and attainment”.
This was confirmed by Education Secretary John Swinney during a virtual meeting of the Parliament’s education committee last week.
Now, Mr Kelly has hit out at the proposals.
He told the Reformer: “The process laid out for awarding this year’s exam grades has caused worry among parents, pupils and teachers alike.
“Pupils at Trinity, Stonelaw and Cathkin, especially those in fifth and sixth year, will be relying on their results this year for prospective or conditional university and college offers, or for apprenticeship places.
“They should not have to worry that their results could be lowered based on the performance of previous cohorts of pupils, and not their own merit.
“This will create additional barriers for students, particularly those in deprived areas.
“Pupils deserve to be graded based on their own merit and should not be penalised for their school’s past record.
“If we are to trust teacher judgment, then we should trust it.”
A Scottish Government spokesperson said: “The exceptional circumstances caused by the global COVID-19 pandemic unfortunately means that the 2020 exam diet cannot go ahead.
“But the certification model that the SQA is developing will allow the hard work of learners to be recognised and qualifications awarded.
“The most critical input to moderation will come from teachers, departments and school teams.
“That’s why we all need to support teachers and lecturers to make their estimates of pupil attainment to be as strong and accurate as possible, to ultimately ensure that young people get the awards they deserve.
“The SQA process is designed to promote fairness – it is there to ensure that an A in one school is the same as an A in any other school, that a B in one school is the same as a B in any other school and so on.”