We’ve been following the news about #examresults in Scotland & England with interest. As the impact of COVID-19 continues, our team have been reflecting on how it could affect #assessment: for school/qualifying exams, for recruitment & for #selection into training/education.

WPG work in assessment for selection/development and we have thought about learnings from our field that are relevant to this situation. The challenge of grading students, when key assessment data (exams) is not available, is similar to challenges in recruitment at the moment.

So what might be important to consider when thinking about the impact of assessment? We’ve reflected on topics including #bias in assessment, disproportionate impact on certain groups, perceptions of #fairness, and the need for ongoing support.

1st: No single method of assessment is completely accurate & all assessments have the potential to favour certain groups over others (even #AI!). We need to dispel the myth that any one method (be that exams or interviews) will produce a completely objective result.

Combining different kinds of assessment and methods is often a fairer way to establish #performance or #potential. Rather than relying on a single measure, consider how different assessments when combined can give a #fairer and more holistic #measurement.

Nicola Sturgeon said adjustment (moderation) of Scottish grades was “focused on the overall system, not enough on individual pupils”. In aiming to replicate the results spread of past years, it was assumed the ‘normal’ way of assessing students is fair (not necessarily the case).

Whilst many grades were initially moderated down in Scotland, this specifically impacted students in more deprived areas. Pass-rates reduced by 12.5% in those areas, compared to only 6.9% in more affluent areas.

The same pattern is predicted in England: students attending schools with variable or low exam results in the past are at risk of being the worst affected. We know this is likely to have a particularly negative impact on those from Black, Asian and Minority Ethnic backgrounds.

One article on this topic ( https://www.theguardian.com/education/2020/aug/11/pressure-grows-on-government-over-england-a-level-results-mess-coronavirus) summarises research by UCL/OxBrookes: "predicting grades based on previous results was “a near-impossible task”, with high-achieving students from low socio-economic backgrounds more likely to be underestimated".

It should be very carefully considered if outcomes like this are justifiable. We will never reach our stated goal of #wideningaccess to education if processes rely primarily on exam results analysed in different ways.

#Recruitment has been through a similar journey. If #applicants are selected on past experience or academic record alone, we know this is likely to disadvantage some candidates unfairly because they have not had equitable access to opportunities.

Face #validity – “does this feel like a fair way of making decisions” – is also critical to acceptance. If the 'usual way’ of making decisions is not possible, it is likely people will ask if the ‘new’ way of doing things is comparable to the ‘usual’ way. Perceptions matter.

Diversity of views is good. Explore perceptions of #fairness before implementing a process and work with those involved to consider alternative approaches. Consider how #communication of processes can be as clear, honest and non-ambiguous as possible.

Eliminating inequitable outcomes such as these takes time. In the meantime, recognise some groups will experience more difficulties. How can they be given access to the same opportunities and support that others receive? How could the gap be closed?

Research from Birmingham and Nottingham Universities quoted in the article above: "500 candidates were surveyed; while 82% of white pupils were satisfied with how their school managed the crisis, 67% of black pupils and only 42% of Asian pupils felt the same.".

Conversations like this can be uncomfortable and challenging. However, we need to take responsibility for making sure our #assessments & assessment processes are designed and used in a #fair and #inclusive way, and be open to making change if the data shows otherwise.

We're interested to hear your views: do you think the process for awarding exam results this year is fair? Why do you feel that? We look forward to hearing your views.