We put our kids under relentless pressure yet still claim their grades are being devalued. It’s time we showed some solidarity
It’s A-level results day. You will know this already, because the Telegraph will have some pretty teenagers on its front page, except not in hats or prefixed “Lady”. Or maybe you have an 18-year-old of your own, in which case you will have woken, ashen, from a night plagued by terrors, a clan of hyenas – internationally recognised metaphor for the forces of marketisation – attacking your baby, while you are powerless to help because you’re trying on shoes.
I was in on the ground of grade inflation, taking English the first year of GCSEs, which were apparently much easier than O-levels, the first skid on the slippery slope of declining standards. (I got a C – I draw no conclusions from this bitter experience.) This account of education has a satisfying simplicity: in 1987, marking changed, from grade-allocation quotas – 10% should get an A, 15% a B, and so on – to criteria referencing; like a driving test, each grade required a specific level of performance. Results went up every year for the 20-odd years thereafter. Degree results followed: in the decade between 2004 and 2014, the number of students getting a first went from 11 to 19%. Since human intelligence didn’t seem to have appreciated, and employers were always moaning that new entrants to the workplace couldn’t use photocopiers, it was obvious what had happened. Grades had been debased. Schools, in cahoots with examiners, were somehow gaming the system. Nobody was quite clear on the detail. Was it “teaching to the test”? Was there a slippage in marking rigour? Whatevs. If a quarter of students now got top grades, their achievements could not possibly be equal to those of the previous generation, in which only a tenth did.
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