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A Structured Discussion of the Fairness of GCSE and A Level Grades in England in Summer 2020 and 2021

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Title: A Structured Discussion of the Fairness of GCSE and A Level Grades in England in Summer 2020 and 2021
Language: English
Authors: Victoria Crisp, Gill Elliott, Emma Walland, Lucy Chambers
Source: Research Papers in Education. 2025 40(1):44-71.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, Achievement Tests, Exit Examinations, Equal Education, Student Evaluation, Grades (Scholastic), Performance Based Assessment, Student Certification, Teacher Expectations of Students, COVID-19, Pandemics, Grading, Qualifications, Justice
Geographic Terms: United Kingdom (England)
DOI: 10.1080/02671522.2024.2318046
ISSN: 0267-1522
1470-1146
Abstract: In England, examinations for general qualifications (GCSE, AS and A level) were cancelled in summer 2020 and summer 2021 in response to the COVID-19 pandemic and replaced with contingency measures involving teacher judgements. For summer 2020, the intention was to calculate grades using rankings provided by centres, prior attainment data for the current learners and performance data for centres' candidates in previous years. This approach was later abandoned, and 'centre assessment grades' were issued instead (except where calculated grades were higher). For summer 2021, 'teacher-assessed grades' were awarded to learners. These drastically different to usual approaches to the assessment of high-stakes qualifications raised debate about fairness. This article discusses evidence that can inform judgements about the fairness of these grades, using an existing framework of different 'senses' of fairness to provide a structure. In this way, we judged how fair grades were in each sense compared to prior years for each of the approaches used (or nearly used) in summer 2020 and 2021. The analysis highlights tensions in the prioritisation of different aspects of fairness in the unusual circumstances of the pandemic.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459239
Database: ERIC
FullText Text:
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  Data: A Structured Discussion of the Fairness of GCSE and A Level Grades in England in Summer 2020 and 2021
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  Data: <searchLink fieldCode="AR" term="%22Victoria+Crisp%22">Victoria Crisp</searchLink><br /><searchLink fieldCode="AR" term="%22Gill+Elliott%22">Gill Elliott</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Walland%22">Emma Walland</searchLink><br /><searchLink fieldCode="AR" term="%22Lucy+Chambers%22">Lucy Chambers</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+Papers+in+Education%22"><i>Research Papers in Education</i></searchLink>. 2025 40(1):44-71.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 28
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/02671522.2024.2318046
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  Data: 0267-1522<br />1470-1146
– Name: Abstract
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  Data: In England, examinations for general qualifications (GCSE, AS and A level) were cancelled in summer 2020 and summer 2021 in response to the COVID-19 pandemic and replaced with contingency measures involving teacher judgements. For summer 2020, the intention was to calculate grades using rankings provided by centres, prior attainment data for the current learners and performance data for centres' candidates in previous years. This approach was later abandoned, and 'centre assessment grades' were issued instead (except where calculated grades were higher). For summer 2021, 'teacher-assessed grades' were awarded to learners. These drastically different to usual approaches to the assessment of high-stakes qualifications raised debate about fairness. This article discusses evidence that can inform judgements about the fairness of these grades, using an existing framework of different 'senses' of fairness to provide a structure. In this way, we judged how fair grades were in each sense compared to prior years for each of the approaches used (or nearly used) in summer 2020 and 2021. The analysis highlights tensions in the prioritisation of different aspects of fairness in the unusual circumstances of the pandemic.
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  Data: EJ1459239
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Achievement Tests
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      – SubjectFull: United Kingdom (England)
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