Read on Twitter
The data is odd isn’t it?
As it is, schools CAN see which grades were upgraded, but it doesn’t seem to make sense without the context of the grades which would have been downgraded.
I feel only more convinced that we need to SAR the calculated grades to get a whole picture.
As it is, schools CAN see which grades were upgraded, but it doesn’t seem to make sense without the context of the grades which would have been downgraded.
I feel only more convinced that we need to SAR the calculated grades to get a whole picture.
This is a Frankenstein monster of a system, where we’re seeing bonkers moves- like students in the middle of a rank order in a small cohort randomly jump up TWO grades.
Under the statistical model, would others gone down to balance that?
Under the statistical model, would others gone down to balance that?
We now have a 2 system model being used together, when neither system was ever designed to run side by side the other.
We expected CAGs to be moderated. They haven’t been. The statistical model wasn’t designed to only be applied to upgrades on the CAGs.
We expected CAGs to be moderated. They haven’t been. The statistical model wasn’t designed to only be applied to upgrades on the CAGs.
And grade inflation is the highest it could possibly be because they’ve chosen to take the higher of the two grades.
And BTECs? That still hasn’t been resolved. #GCSE2020
And BTECs? That still hasn’t been resolved. #GCSE2020
