So today would have been the 1st Nat 5 exam

[Sheerahah]

Physics. How different an atmosphere there would have been in the house if ‘all this’ hadn’t happened?! And sadly, how better would my child have learnt the subject. They’ve done so little dedicated study on the subject and they’re doing it for Higher. They’re going to check out The Scholar online ‘intro to Higher Physics’ that happened last night (they ‘forgot’ the live stream was happening at 6pm and were out on a walk)

Nat 5 History today I think. I feel quite sad about it all. They only got a C in their History Prelim (off a B by 1 percent) because they got completely confused about the ‘right’ way to answer certain questions and didn’t follow the formula. The teacher said afterwards that they expected an A at real exam time based on their knowledge and my child also thinks they’d have ‘definitely’ got an A - who knows? Don’t think the teacher will be able to award them an A as it might not be ‘evidenced’. Apparently their Assignment was really good but the teacher won’t have that to refer to as the SQA have kept hold of all coursework haven’t they?

Don’t worry I won’t be posting here every day there would have been an exam Just thought I’d mark this historic occasion in our strange lives.

It's a real shame. My dd was working very hard for these exams, and they were a big deal for her. Luckily, she put a lot of work into the prelims and managed to get all As, so I'm hopeful about her grades. Not the same thing though.

I wonder if there is any possibility that a pupil who got an A for their Prelim would be marked down to an estimated B? That’s unlikely isn’t it? But I think there will be plenty of pupils/parents who will be hoping that a B might be marked up to an estimated A!

Depends on the subject but unlikely unless teacher's professional judgement was that they had significantly over performed and other aspects of the course evidenced that. Can't say I would though, I'd probably err on the side of a low A and ranking accordingly.

Much more likely to be marked up from B to A. We have to take into account improvements and progression through the year.

Thanks Lidlfix What are your thoughts on the use of coursework to evidence the estimated mark? I know the SQA aren’t looking at the work they received from the schools and that they aren’t returning that coursework to school so that teachers can look at it again. Would the teachers have reviewed all coursework before sending it off and have an idea of the sort of mark it would have got if marked by SQA? I’m hoping that’s the case.

Again depends on the subject. Some subjects are clearly instructed to bag, tag and not look at the content. For me, I will have marked a first draft and had a good look at the redraft so can absolutely use the coursework as part of my evidence for my judgement.

DDs school will use AH English coursework to evidence (done at home anyway and is 60% of the marks usually). Luckily wasn't due to the day of the exam so not already sent to SQA. I'm guessing they won't mark but will just peruse to confirm predictions.

I didn't think teachers reviewed/marked course work before sending off. However I have seen on mumsnet mentions of approximate marks for coursework before results day so some schools must mark before sending.

I am okay with use of work after schools closed for evidence if this work at home was already envisaged like Art etc and the school take into account difficulties at home but wouldn't be happy if Fiona5Tutors submits evidence of her massive improvement from prelims/class work and leapfrogs my DD in the ranking.

I am not okay with work submitted after closure because some schools allowed it and some didn't. I realise that it gave the candidates something towards but as you say tutors, parents, siblings could all have supported those submissions.

Personally I can sniff out "supported" work from a mile away but that might be less easy in a more content based subject.

Glad to hear that teachers can sniff out "supported" work. DD was moaning at dinner about classmates who she thinks are worse than her getting tutor and/or sibling help for AH dissertations.

I am confident of teacher judgement just worry a bit about moderation in classes with small numbers where the school haven't got a great record e.g 4 predicted an A but As in past 3 years were 2-3 (and current cohorts similar to previous ones) then will that mean person ranked 4th in the As will get a B?

AH English dissertations are the subject of much dialogue between pupil and teacher. Chapters, secondary reading, thesis statement will have been discussed at length. If a bright, sparkly one is submitted and everything up to then has not been quite as glossy alarm bells will ring. We all have a unique "voice" in writing and the teacher will know their class and the voices through the previous submissions.

I don't think, from what I have been reading that it's quite as cut and dried to say that lowest ranking candidate would be dropped down due to previous performance in the subject by the school. Prior attainment by that candidate would be looked at too. But I am still a bit about how it will all work once I have done my part. It's a huge burden.

Dd should have been sitting AH physics today on what is her 18th Birthday. Every cloud springs to mind......! She did very well in her prelims and course tests so keeping fingers crossed for results. The other 2 AHs are both maths so I would assume fairly black and white but not sure.

My Maths colleagues originally said their job was easier as unit tests, homework prelim etc was a much more straightforward way to give an estimate. Then we were told to take into account progress and potential for improvement - how is that measured? Then the refined banding and ranking was introduced with "no ties" . For say, Nat 5 Maths with lots of candidates, how do you rank 5 candidates with the same score over a range of evidence potentially in 5 different classes. AH will be a doddle.

That is very true @Lidlfix I would think AH maths and science subject students at least have an idea themselves where they lie roughly in the ranking of the year group. Nat 5 must be so difficult, I don't envy any teacher with that task.

Does anyone know why the SQA are not looking at even samples of coursework/prelims from schools? For example, a sample covering each grade for each subject? How can the work be properly moderated without this? Plus taking into account progress and potential for improvement seems very subjective.

I am sorry I know teachers will be doing their best, but it seems such a recipe for disaster and unfairness. My DD should have been sitting her Highers and her coursework was all done, and it seems a bit of a mess, to be honest. I just feel really sorry that all her hard work is going to waste a bit. She got above 85% in all her prelims and did all her coursework, lots of essays and revision, but if the SQA are not looking at anything, where is the external validation of it?

Have they definitely said there would be no checking of centres estimates? I thought that they might sample centres for subjects/levels to check the evidence behind predictions (perhaps being guided by out of kilter predictions). I thought I heard the SQA boss say that are still finalizing their validation/moderation process and would share but I was only half listening this afternoon (meant to be working).

It's not ideal but I think teacher estimates are the best approach with some moderation. Worry the moderation might favour marginal candidates in schools with previously good results over similar candidates in poorer schools.

I would imagine having above 85% in all your prelims and not bombed since then would be securely As even in schools that haven't seen many As in the last 3 years. I think they look at previous individual attainment too so if your DD had good national 5s she should be fine.

Thanks, Clerk, this is what I am hoping.
I did not realise the process had not been finalised; I will see what is still to come out in terms of details. Thank you for your reply!

They are checking estimates and looking at how estimates and real scores compare from the last 3 years. A school whose estimates differ greatly from previous actual scores will be asked to explain.