It Is Vital That We Correct GCSE Injustice and Ensure Fairness for Our Students; Education Minister Leighton Andrews Last Night Took the Radical Step of Asking the WJEC to Regrade English Language GCSE Papers over Fears of an 'Injustice' in How They Were Marked. in His Own Words, Mr Andrews Describes Why He Took the Dramatic Decision

Western Mail (Cardiff, Wales), September 11, 2012 | Go to article overview

It Is Vital That We Correct GCSE Injustice and Ensure Fairness for Our Students; Education Minister Leighton Andrews Last Night Took the Radical Step of Asking the WJEC to Regrade English Language GCSE Papers over Fears of an 'Injustice' in How They Were Marked. in His Own Words, Mr Andrews Describes Why He Took the Dramatic Decision


I HAVE asked the Welsh-based examining board, the WJEC, to regrade this year's English language GCSE results after a report by my regulatory officials found that a serious distortion to the outcomes of candidates in Wales had taken place.

The report by my officials states that this year's outcome "is unjustifiable and almost certainly unfair to candidates". When faced with an injustice, it is necessary to take decisive action and to do so swiftly.

On the day the GCSE results became public, I announced a review of why grades were so significantly down in English language in Wales.

1

My responsibility is to ensure fairness to GCSE candidates in Wales.

Regulatory officials have identified the problems, and recommended actions, and I am implementing their recommendations.

Ofqual's report into the situation in England was published on August 31.

It found that there were changes in grade boundaries between January and June.

We agree with that finding, but additionally there are more significant issues in Wales.

My officials have concluded that candidates for Wales, as a cohort, were awarded lower grades than would have been expected under agreed regulatory principles of working to maintain comparable outcomes when new specifications are introduced.

When new qualifications are introduced, regulators and exam boards work on establishing a methodology for ensuring that comparable outcomes are obtained.

In the case of A-levels, GCSE outcomes are used as the benchmark for assessing likely attainment.

These are common across Wales, England and Northern Ireland, and this methodology is broadly acceptable.

In the case of new GCSEs, there are clear differences between Wales and England.

In England, learners take externally set and marked tests at the end of Key Stage 2. In Wales, they do not. Instead, teacher assessments take place.

The examining bodies have access to KS2 data in England, but not in Wales.

Prior to the announcement of the new GCSE results there were therefore extensive conversations between regulatory officials in Wales, Ofqual, and the examination boards in relation to the methodology for setting grade boundaries, based on judgements of prior attainment at Key Stage 2. Welsh Government regulatory officials have consistently made clear that they had issues with this approach, which means judging likely attainment by Welsh GCSE candidates on the basis of Key Stage 2 results in England. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

It Is Vital That We Correct GCSE Injustice and Ensure Fairness for Our Students; Education Minister Leighton Andrews Last Night Took the Radical Step of Asking the WJEC to Regrade English Language GCSE Papers over Fears of an 'Injustice' in How They Were Marked. in His Own Words, Mr Andrews Describes Why He Took the Dramatic Decision
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.