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All Official Reports of meetings in the Debating Chamber of the Scottish Parliament.
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Displaying 1752 contributions
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
That is fine, convener.
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
I would like to return to the questions around moderation and the issue that Oliver Mundell raised about the use of historical data. I completely understand the need for a level of moderation to ensure that an A grade in one school is equal to an A grade in another, but moderation that includes the use of historical data—school-level performance data—seems to do the opposite. We have had an attainment gap in Scotland for a long time—a socioeconomic attainment gap, as well as one between those with and those without additional support needs. Surely, any moderation system that uses historical data automatically puts more of a question mark over higher levels of achievement by young people from a deprived background compared with such levels of achievement by pupils from a more affluent background. If a class of higher pupils in Drumchapel had got straight As, that would have been viewed with more suspicion than a class of higher pupils from Newton Mearns or Clarkston having done so. How did you deploy a moderation system that included the use of historical data without simply having far more conversations with teachers at your schools in areas with higher levels of deprivation?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Would you like to come in, Audrey? I keep firing more questions at Tony, but I realise that I have not given you a chance to respond.
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
That sounds wearily like the exact same conversations that we were having this time last year.
I will move to a question on the moderation system. Seamus Searson, you listed the various levels of moderation that provisional grades had to go through before they were approved, and you spoke about the workload issue that that created. I am interested in the feedback that you have all had from your members about how much moderation changed grades from what a teacher might have initially been minded to give. Did that moderation process result in much in the way of grades changing, and was there a particular level at which that was most common? Did grades typically change on the basis of the conversations that were taking place at the faculty level within a school, or was it on the basis of conversations at a local authority level? Did the RIC-level moderation influence grade changes? Was there much change as a result of that process?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Tara Lillis, what was your members’ experience of this? Did you get similar feedback, or was there a different experience?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Is there time for me to ask another question, convener?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
I completely understand that there is a legitimacy to that question if it is suddenly the case that there are 20 straight As in a class where that has never previously been the case. However, the questioning of high grades is disproportionately more likely to have happened in a school in a more deprived area.
Have you done any assessments since last year to check how many quality assurance conversations you had with school leaders in your most deprived communities compared with the number that you had with school leaders in the least deprived communities? Have you checked whether there was a disproportionate amount of such quality assurance going on?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Most local authorities that used historical data as part of the process used data from in the region of 2015 to 2019; they excluded data from 2020. What did your local authorities and RICs do? Did you include the 2020 data in the historical average?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
I accept that that is anecdotal feedback from your members, but were the areas where there was pressure to downgrade disproportionately schools and areas that historically had lower performance that is typically linked with lower socioeconomic status and deprivation?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
My final question is for Larry Flanagan, given that his union represents college lecturers.
The experience of college students and lecturers is a significantly underexplored aspect of the past two years, but I have had a college student get in touch with me recently to point out what they felt was the inequality of a system in which they were, in the end, graded on the same terms as any school pupil even though they had spent the entire year learning remotely. There were at least periods of time when school students were in school in a classroom, but that was not the experience of college students. How would you reflect on the communication that the SQA issued to both college lecturers and college students? What was their experience relative to that of teachers and pupils in schools?