Can weird A level NEA coursework results be challenged?

[Okeydoke123]

DD has been given a very low result in A level NEA coursework (a fail grade, I think, as less than 40%). Her whole class unit got very depressed marks, below 45%, but hers was among the lowest. Marks in the other class unit, assessed by other teachers, were far more normal in their range. We have requested and been given an internal review by the school, which came back as no change (same was true of most of group who appealed, though one moved up massively). DH and I have jobs in education that mean we regularly assess academic work of a similar type, and we are pretty certain DD's essay was catastrophically under-marked, and that the criticisms of the essay were unfair (it was a good essay in our view -- maybe not excellent, but good/ very good: well written, well evidenced, well argued). However, the mark has been confirmed by the apparently objective internal review process. DD had reason to expect, and was forecast, an A/ A in the subject, and got an A in another NEA piece in a related subject. Marks for others in the class unit were also way out of kilter with predicted results. Scores have been returned to the AQA exam board now. It all feels very unfair, for the whole class group really. Can anything be done once coursework results have been returned? I don't think moderation by the exam board will change things for the better, as marks in the other unit were normal. Any advice? Should we just tell her to chalk it up, put it behind her, put her chin up?

Sorry, should read 'forecast an A/ A star in the subject and got an A star in another NEA coursework essay in a related subject'

It's not in the interests of the school to award low marks that aren't reflective of the requirements of the mark scheme.

If the marks for the whole class were low, maybe the class didn't understand the requirements?

Thanks, yes, I agree it's very much not in the interests of the school to under-mark. That's why it all seems so weird. The teachers are saying that the class misunderstood some things, and that they had explained these things in advance, but the students all dispute this. Also, trying to be objective of course, but the things they are talking about seem very nitpicky. My own understanding is that a very inexperienced teacher was heavily involved, made a bags of it (totally understandable -- I have been there), and now the school is closing ranks, for some (again, understandable I suppose) self-protective reason.

The teachers are saying that the class misunderstood some things, and that they had explained these things in advance, but the students all dispute this. Also, trying to be objective of course, but the things they are talking about seem very nitpicky.

It sounds as if they didn't understand/answer the question properly?

Yes, that's one of the points being made by the school. I don't agree at all, having read my DD's piece (I examine similar essays at uni), though I can see from comments that the teacher wanted the question answered in a particular (in my view very narrow) way.

The essays will have been moderated by another teacher though.

The internal marking review is mean to check that marking is applying the same criteria across the centre.

A sample will now have been submitted to the exam board for moderation, the exam board chose whose so the school can't cherry pick. They will check some of the sample and see if marks are within tolerance. If not but there's a pattern e.g. all too harsh then they will adjust all the marks upwards. If they are randomly incorrect then they will mark more of the sample and if neccessary larger sample may be called for.

Did you have the marking grid when you looked at your dd's work? I've had to mark some NEA's down where there has been a huge amount of work and effort by the candidate but they've missed some key thing such as justifying sampling or explaining the wider context which seem like quite small things but their absence can drag whole sections down, it's really frustrating.

If there is a genuine issue it will be picked up by the moderator employed by AQA who will moderate a sample of students at the school.

Yes, the schools are responsible for 'internal standardisation', before the essays go to external moderators. There was also an appeal, so a few sets of eyes have been involved. (I still think it's a bit fishy, but can see I look like a weirdo.)

Usually yes you can contact the awarding organisation to raise a formal complaint which will trigger an external review.

Thanks, that's really helpful -- it's very good to hear that moderation is taken so seriously by exam boards. I was worried about the moderation cherry picking possibility and also about whether the moderator would spot any inconsistent harshness levels (two class units, with v different results, though no difference in ability). Yes, I have seen the generic, though not any question-specific (if that exists) marking grid.

As others have said, the exam board will now moderate and identify any errors. If DD's NEA is one of the lower marks awarded it is likely it will be called for the sample. This always includes the highest and lowest marks.

If an inexperienced teacher has been involved, could it be that the requirements for a higher grade haven't been properly taught, rather than the mark scheme incorrectly applied? Could be a referencing issue, or incorrect evidencing depending on the subject. Not much you can do now it's in the exam board's hands

We had a whole class down marked for one of mine, niche subject, and a subjective one. Was successfully challenged and went up a lot so it does happen

Yes, it's possible there was a teaching/ guidance issue. That would make sense. I can see there was some disagreement among the markers as to whether evidence was solid, whether the question was being answered, etc., so it's possible the inexperienced teacher had misunderstood and miscommunicated the brief (or, at least, her quite particular understanding of it, which may have been the one that held sway somehow). Thanks all. I think I will go down the formal complaint route, though will wait till exams are over first. Too stressful otherwise.

Thank you -- at what stage did the challenge happen please? Pre- or post-submission to exam board?

Do you know whether all the students did the same question or wrote their own? It might explain why there are such discrepancies.

I agree though, let DD get through her exams without increasing stress levels and see where you are on results day. Is this grade necessary for uni entry? If the school can admit fault, I wonder if they can contact the university and ask for this to be taken into account?

They were given a set of questions, which I suppose the teachers must have given them, but a lot did one question. The issue was that it was a question of the type 'was X caused more by Y or by Z?', and my DD answered along lines of 'X was caused more by Z more than Y, and here is my evidence'. The teachers says she didn't talk enough about Y so didn't answer the question. I do see the point the teacher is making, but as an assessor I would tend to give credit for a one-sided argument if it's well made. There was no guidance about how a more balanced answer was the expectation, according to the students, though the teacher is saying there was.

On the other point, @theonlyonestillawake , I don't think we can afford to wait till results day, because yes, this is needed for uni. Post exams though. Thanks again all, appreciate your thoughts.

’ I do see the point the teacher is making, but as an assessor I would tend to give credit for a one-sided argument if it's well made.’

Is it a subject like History? There can be very clear expectations about how arguments are formulated, which will be in the specification and mark-scheme for that particular unit. I teach two subjects at A-Level where you can be one-sided in debate questions, provided you have evidenced and defended the line of argument. However, in other subjects, the expectation is that the argument is more ‘balanced’. You have to look at the mark-scheme for the NEA unit to see what is required.

Picking up a previous point, OP, the exam board isn’t really looking at individual classes or teachers’ marks when they moderate. They are looking at the centre’s marking overall - the standardisation process that has taken place in school is to reach a centre standard and that is what the moderator is checking. Apart from the highest and lowest, which are always requested, the sample is random, and generated automatically when the marks are entered electronically. If the entry is 15 or fewer, all the folders go. 15+, a sample is requested.

With regard to appealing a mark at this point, the onus is on the complainant to prove that the mark-scheme has been applied correctly. The work should then have been looked at by another colleague with expertise who was not involved in the original assessment - and if that means asking another school for help, so be it.

Finally, if you have a look at the examiners’ reports from the last few years and particularly the first year of the qualification when there will have been a bit more detail, you can see what the common errors are. Also, some boards and subjects have exemplar NEA marked by a senior examiner online in order to show standards and good work.

Thanks so much @Wavingnotdrown1ng -- incredibly helpful, and makes me feel a lot better about it all. Will have a look online for the NEA guidance, exemplars etc for the subject. Really appreciate it. Very different from university then.

No, it's not in the marking spec for the subject that both sides of the argument need to be given equal consideration, so I still think the markers were being excessively prescriptive. There is something else in there that makes sense, in terms of key criticisms made, but it was not something flagged as a problem at draft stage (it was to with evidence base), when teachers are supposed to offer a bit of guidance. We were very hands off, thinking the teachers would know best how to advise, and we were wary of giving unfair advantage. Hmm.