Leadership

Special Consideration In GCSE, AS And A Level: Summer 2018 Exam Series

Reforms to GCSEs and A-levels could be preventing pupils from being eligible to receive special consideration when they miss exams, according to this report from Ofqual.

It shows that the number of approved qualification award requests – for pupils who were absent from exams for good reason – dropped by a third, from 24,685 in 2017 to 16,960 this summer.

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Leadership

Special Consideration, Access Arrangements And Entry Statistics

12 Nov 2014

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      string(494) "This report, published on behalf of the regulators in England, Wales and Northern Ireland, presents data on malpractice in GCSE and GCE examinations during the June 2009 examination series. It shows that 4,400 pupils were caught attempting to cheat in last year's GCSEs and A-levels - a 6 per cent rise on the year before. The most common offence was bringing banned items into exam rooms - including mobiles, MP3s and calculators.
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      string(4559) "ResourceMALPRACTICE IN GCSE AND A LEVEL EXAMINATIONSOriginal DocumentStatistics On Malpractice In GCSE And A Level Examinations: June 2009 Series. This report, published on behalf of the regulators in England, Wales and Northern Ireland, presents data on malpractice in GCSE and GCE examinations during the June 2009 examination series. It shows that 4,400 pupils were caught attempting to cheat in last year’s GCSEs and A-levels – a 6 per cent rise on the year before. The most common offence was bringing banned items into exam rooms – including mobiles, MP3s and calculators.KeywordsMalpractice, GCSE, A-levels, exams, banned items, cheatingSummaryThe GCSE, GCE and AEA code of practice covers how awarding bodies should deal with alleged and suspected cases of malpractice. This includes any breaches of regulations that might undermine the integrity of an exam, from deliberate attempts by candidates to communicate with each other during an exam to inadvertent failures by centre staff to comply with awarding body instructions. Centres must report all incidents of malpractice to awarding bodies.Ofqual collects and reports information on malpractice to monitor the number of occurrences each year and any changes over time. This document consolidates data for the June 2009 examination series received from the five awarding organisations offering GCSE and GCE qualifications in England, Wales and Northern Ireland.Main Findings:· 4,400 pupils were caught attempting to cheat in last year’s GCSEs and A-levels – a 6 per cent rise on the year before.· The most common offence was bringing banned items into exam rooms – including mobiles, MP3s, BlackBerrys and calculators. Smuggled mobiles were then used to go on the internet in search of answers. Other students were caught with information hidden on MP3 players, accessed using tiny earpieces.· 4,415 penalties were handed out to GCSE and A-level students in England, Wales and Northern Ireland last summer, compared with 4,156 in 2008.· Almost half of cases related to ‘unauthorised material’ being taken into the exam room.· A further 1,000 candidates copied from other candidates, while 539 disturbed other candidates with disruptive behaviour.· Some 349 were penalised for writing ‘offensive or obscene’ comments on papers or coursework – up 10 per cent on 2008.· In almost half of cases of cheating, pupils lost marks.· In a third, they were merely given a warning but the remainder were disqualified from their exam.· There was also a rise in the number of school staff – often teachers – caught giving pupils too much help during exams.· Boards identified 88 cases, up from 68 the year before, which resulted in 27 written warnings and 17 staff being suspended from involvement in exams.· Some 70 schools or colleges were penalised after cheating was found to be the result of serious management failure – up from 52 in 2008.· Around 370,000 requests were made for marks to be adjusted due to disadvantage suffered by the candidate during or shortly before the exam.· Special consideration can be granted where pupils are bereaved, but it is also awarded for headaches, stress or hayfever.· Pupils gain a maximum 5 per cent upgrade if they lost a member of their immediate family or were terminally ill.· They can earn a 1 or 2 per cent upgrade for minor ailments, ‘extreme distress on day of examination’ and ‘anxiety for which medication has been prescribed’.· Some 97 per cent of requests for special consideration were granted – slightly up on last year. Around one in 50 papers sat by candidates were given extra marks.ActionNotesComment by Kathleen Tattersall, Chair of Ofqual:“As regulator it is our role to ensure that fair systems are in place and that these are followed correctly. We require that awarding bodies report annually on the number of candidates notified as having particular requirements and the number of malpractice incidents reported and investigated.“These figures provide invaluable information regarding the examination season and allow us to check that the systems put in place to protect learners are followed.”AuthorRaspal Chima, Imaginative MindsDate CreatedFebruary 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Malpractice In GCSE And A Level Examinations

10 Feb 2010

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      string(4232) "In the most recent series of GCSE and A-level exams, 18.4 per cent of all students were awarded 25 per cent extra time. Requests for extra time have soared in recent years and Ofqual said that it is concerned by the rise. Access arrangements are the provisions made for students, agreed before they take an assessment, to ensure that they can be validly assessed and are not unfairly disadvantaged due to a disability, temporary illness or injury or if their first language is not English. Any student with a disability (as defined by the Equality Act 2010 – ie has a physical or mental impairment that has a substantial and long-term negative effect on their ability to do normal daily activities) is legally entitled to reasonable adjustments, which are a form of access arrangement. Any students taking GCSE, AS or A level exams or non-exam assessments who meet the exam boards’ eligibility criteria can have an access arrangement. Schools can apply to the Joint Council for Qualifications (JCQ) to request extra time for a student on a variety on grounds. These include learning difficulties, attention deficit hyperactivity disorder (ADHD) or a mental health condition . Figures from Ofqual show that 25 per cent extra time is the most popular form of special dispensation for exams, and has increased by 43 per cent over the past five years. Other forms of access arrangement can include having a reader, scribe, an exam printed on coloured paper, or computer assistance. Ofqual expects exam boards to identify and investigate schools and colleges that, without obvious good reason, have an unusually high number of students who are given extra time and to sanction for malpractice any found to be misusing extra time arrangements. Main Findings: The number of pupils awarded 25 per cent extra time in their exams increased by more than 11,000 this year. In 2016-17, 223,405 candidates in GCSEs and AS and A-levels with particular needs or disabilities had 25 per cent extra time. But this rose to 235,060 in 2017-18, making up nearly one in five (18.4 per cent) of all candidates. There were also slight rises in the proportion of pupils who benefited from a computer reader or reader – up to 7.5 per cent of candidates, and those who used a scribe or speech recognition technology – up to 3.2 per cent. But the proportion of candidates using coloured or enlarged paper more than halved to 0.6 per cent. The overall number of access arrangements granted to pupils in exam students dropped for the first time in recent years, down 0.5 per cent on 2016-17 to 391,130. But this drop is likely to be largely the result of a drop in the total exam cohort. The figures show late GCSE entries increased by 22 per cent from 471,685 in 2016-17 to 573,475 in 2017-18. This represents a proportional increase from 3.3 per cent of total entries in 2016-17 to 4.2 per cent of total entries in 2017-18. If an entry is made after the deadline set by the Joint Council for Qualifications it is classed as late and the school may be fined. The number of late AS/A level entries meanwhile decreased by 12 per cent from 86,100 in 2016- 17 to 75,830 in 2017-18. This represents a slight proportional increase from 2.3 per cent of total entries in 2016-17 to 2.7 per cent of total entries in 2017-18. All the exam boards saw their proportion of late entries shoot up for AS and A-level entries. The greatest rise was at WJEC, from 2.6 per cent in 2016-17 to 3.5 per cent this summer, followed by OCR, from four per cent to 4.6 per cent. Overall there has been a 29 per cent decrease in AS and A-level certificates from 2016-17 to last year, mainly due to the decoupling of AS and A-levels. WEB LINK Access Arrangements For GCSE, AS And A Level 2017 To 2018 Academic Years Official StatisticsKeywords Access Arrangements, GCSE, AS, A-Level, extra time, exams, students, loophole, unfairly advantaged, assessment "
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Leadership

Access Arrangements For GCSE, AS And A Level 2017 To 2018 Academic Years

3 Dec 2018

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      string(340) "... Ramadanmoves earlier in the calendar by about 11 days every year; this year, the holy festivalruns from June 6 to July 5, overlapping with A-level and GCSE exams quite significantly.Much of the debate, however, has been media spin. Exam dates this summer werepublished only once, have not changed ..."
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      string(5715) "8Vol 7.3School Leadership Todaywww.teachingtimes.comTrendsReligionIt seems that whenever thereisn’t much educational newsto report, the media default tostories on Islamic plots in schoolsor favouritism by authorities toMuslims over other groups. Thestories may well be of publicinterest, but at what point do theycross an uncomfortable line?The only newsis bad newsThere has been much written in the newsabout exam dates changing to accommodateRamadan, and the different positions of the ChiefInspector of Ofsted and the Chief Regulator atOfqual over the matter – with stories often contradictingeach other. But such stories are just a drop in the bucketcompared to coverage of so-called Islamic takeoverplots in schools and the discovery by Ofsted of extremistbehaviour among teachers and pupils. Such provocativecoverage, although perhaps justified, is having aprofound impact on the young Muslims in our care, bothin the way they are treated at school and in their livesbeyond the classroom.So what is the truth behind the Ramadan examssaga? And, more importantly, what can teachers do tohelp combat the current media depiction of Muslims inthe UK?9Vol 7.3School Leadership Todaywww.teachingtimes.comTrendsReligionWhat happened?The media coverage began in January, following revelations that this year’s examtimetable would be changed to avoid a clash with Ramadan. This is because Ramadanmoves earlier in the calendar by about 11 days every year; this year, the holy festivalruns from June 6 to July 5, overlapping with A-level and GCSE exams quite significantly.Much of the debate, however, has been media spin. Exam dates this summer werepublished only once, have not changed since then and will not be changing in thefuture. The timetables had already been set to take Ramadan into account. That’s whymore exams are taking place before half-term and more large-entry exams are in themorning. In comparison to the previous year then, some subjects have changed aroundin terms of timing.This wasn’t news-worthy until journalists tweeted a quote by the Children’sCommissioner, Anne Longfield, who told a meeting of the Commons Education SelectCommittee that there had been discussions about delaying the exams because of theclash with Ramadan.At this point, the story blew up, with headlines such as ‘Children’s Commissioner:Exams could be delayed by Ramadan!’ and two national newspapers making the storytheir front page lead. You can no doubt imagine the comments from some onlinereaders.The story then became even more confusing when Ofsted and Ofqual appeared torelease contradictory statements. On the one hand, Ofsted Chief Sir Michael Wilshawargued against changing exam dates, saying this would create a difficult precedent. Ifallowance was granted for Muslims, he said, other religions would ‘pile in’ and ask forsimilar dispensations, causing logistical issues for school. On the other hand, OfqualChief Glenys Stacey insisted there was, in fact, no intention to change exam dates at all.So, amid the flurry of controversy and outrage, what are the facts?■ Newspapers were correct to say exams have been brought forward this year inconsideration of Ramadan – they have.■ Michael Wilshaw was correct that Ramadan has been considered in scheduling theexams – and entitled to disagree.■ Glenys Stacey was correct that exam dates aren’t changing this year. Thetimetable was scheduled in advance to consider Ramadan – as it was in 2012 totake into account the Queen’s Jubilee – and would not bechanging again following the comments by the Children’sCommissioner in January.It seems it is the media’s erroneous interpretation – and onecan’t help but wonder, in some cases, wilful misrepresentation– of the Commissioner’s comments that sparked this outcry.A dangerous patternThe fact of the matter is this: 1) Exam dates are not changingagain this year, and 2) Exam dates had been set to takeRamadan into consideration. Yet, for the media, it’s anotherstory to write about religion – one that, in the current climate,will sell papers and generate clicks – often accompanied bypictures of girls wearing face veils (the niqab).And it’s not the first time.Since Christmas, there have been a number ofeducational stories that have had a religious theme – the twobig ones being a well-publicised government statement ontackling extremism with the phrase ‘twisted ideologies’ usedtime and again, and Ofsted chief Sir Michael Wilshaw tellinginspectors in England they can fail schools for allowing faceveils.Yet, for the media, it’sanother story to writeabout religion – onethat, in the currentclimate, will sell papersand generate clicks –often accompanied bypictures of girls wearingface veils.“”10Vol 7.3School Leadership Todaywww.teachingtimes.comTrendsReligionThe coverage of these stories may well be justified, but one can’t help but wonderwhether such relentless spotlight in the media is doing more harm than good. Whetherrelated or not, the first two months of the year have seen a chaotic series of hoaxbomb threats to schools across England, resulting in the evacuation and temporaryclosure of many. And who can forget the story of the ten-year-old Muslim boy who wasvisited after by police for mistakenly writing he lived in a ‘terrorist’ house, rather than a‘terraced’ house?Such has been the appetite for inflammatory stories that, to balance the backlashof Islamophobia, new legislation was introduced last year by the government to makeattacks on Muslims a separate category of hate crime, which"
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Leadership

The only news is bad news

29 Mar 2016