AIBU that we must accept many teachers do not have the appropriate professional judgment regarding what students need to achieve for A-Levels?

[darkwader]

There is no reason to suggest that nationally this year’s students are different significantly to previous years – certainly not as demonstrated by GCSE results.

Unclear why, but exam boards have been generous in this years results in all categories, showing higher results than last year, but needing to downgrade almost 40% of teacher assessed grade to remotely be a normal year.

Despite what teachers are claiming, it must be the case that 40% of grades were inflated by teachers – even if the individual students who had these inflated grades are hard to determine. The number of A/A*’s would not jump by 10%.

If every teacher had correctly provided grades, then the national mix would match previous years and no downgrading would have occurred. – so although maybe not the teacher who is specifically involved with a set of students; overall teachers are responsible for the disappointment because of poor grade assessment in the first place in aggregate.

Given that teachers have been predicting grades for university entrance for years and marking coursework in some cases – this shows the unfairness of such a system, as they are incapable of doing so to any degree of accuracy or potentially without bias towards those they know.

Students across this country are now being affected by this incompetence – even if not the students own teacher, the professional standards are to blame.

AIBU to now understand that this professional judgment does not exists for many, many teachers and they need to be evaluated each year before being allowed to be involved in marking and grading?

If AIBU - what am I missing?

@Bayleaf25 What we're his mock scores? There will be grounds for individual appeal if they are C/D and they count as a proper mock.

With GCSE grades will there be the same issue with smaller classes that were allowed to use just CAGs bringing down results of larger groups that weren't to prevent general grade inflation?

@Julmust yes BUT there are not many classes below 6 at GCSE. So hopefully the impact won't be as pronounced.

Thanks @Hercwasonaroll

This is a good article that helps explain why the stats didn’t match predictions www.google.co.uk/amp/s/amp.theguardian.com/education/2020/aug/14/punishment-by-statistics-the-father-who-foresaw-a-level-algorithm-flaws

[quote darkwader]@Scatterbrainbox

I have to admit that is a very good analogy - and do understand it. But it was stated that the teacher had assessed them as only having a 20% chance - however appreciate there could be progress.

But, in terms of grading I'd still only predict with data for 20 runners one first place, one second and one third, and not give the benefit of doubt to assume there will be 15 first places and 15 second places and no last place because all could have achieved it. (and this is the issue here)[/quote]
Without getting into the specifics of the debate that's an absolutely terrible analogy.

(As in your post about the runners)

Does this whole system not show that stand alone exams aren't the answer
It does seem that if all grades had been awarded as given then would of been a huge increase on the normal
Results , but is that because most years many able students have abad day and get below predicted scores compared to what they normally work at
My ds was predicted and worked at level 6 or 5 , he got all 4's on the day and one ungraded for chemistry when all his mocks were a 5/6
So maybe teachers haven't over inflated just predicted what they see in the classroom
Coursework should never of been dropped a 50/50 exam and coursework is much more accurate and in situations like this , would of been evidenced coursework to go on .
So many students i think underachieve in exams in my experience