Why exam grading variations are raising concerns for apprenticeship providers

As regulators across the UK assess how to address pandemic-era grade inflation, support for teenagers sitting exams this term varies significantly. While England's exam regulator, Ofqual, plans to revert to 2019 grading levels, the devolved nations anticipate higher grades compared to the pre-pandemic era. This discrepancy in grading standards has raised concerns, particularly among providers of apprenticeships, who rely on consistent and reliable qualifications for their recruitment processes.

England’s tougher grading

Pupils sitting GCSE and A-Level exams in England this term are expected to face tougher grading compared to their counterparts in the devolved nations. Ofqual has taken measures to address grade inflation, including a return to 2019 grading levels. In some GCSE subjects, COVID support measures such as formulae and equations sheets will still be allowed. Moreover, if national performance levels are lower than pre-pandemic levels, grade boundaries will be adjusted to maintain overall results similar to those of 2019.

Higher grades in devolved nations

In contrast to England, the exam regulators in Wales and Northern Ireland have decided not to return to pre-pandemic grading until 2024. Instead, they plan to ensure that overall results fall midway between 2019 and 2022 grades, acknowledging the long-term impact of the pandemic disruptions on learners. Furthermore, students in these nations have received advance information about the exam papers, adding another layer of divergence in grading practices.

Scotland's approach

In Scotland, the exam regulator for GCSEs and Scottish Highers aims to maintain sensitivity to the impact of COVID on learning. Grading in 2023 will continue to consider the disruptions caused by the pandemic, and modifications introduced during the crisis will remain in place for certain subjects. This approach adds further complexity to the already divergent grading landscape across the UK.

Impact on apprenticeship providers

The varying grading standards across the UK pose worrisome challenges for providers of apprenticeships. These qualifications play a crucial role in recruitment processes, serving as an important indicator of candidates' knowledge and abilities. With different grading systems in place, employers and learners seeking qualifications may face confusion and uncertainty. The navigation between different countries' grading standards becomes more complex, potentially undermining the purpose of these qualifications and hindering the best possible start to individuals' adult lives.

Family dimension

The disparities in grading standards can be particularly confusing for families, especially those who move across borders in the UK. Families may find it challenging to understand the equivalences and implications of qualifications obtained in different regions. This element of doubt further adds to the concerns surrounding these qualifications, which are designed to provide individuals with the best opportunities for their future.

As regulators across the UK adopt different approaches to address grade inflation and the impact of the pandemic, the variations in exam grading standards create uncertainty for apprenticeship providers. The divergence in grading practices undermines the consistency and reliability of qualifications, making it more challenging for learners and employers seeking qualifications across different regions. It is crucial for regulators to work towards aligning grading standards to ensure a fair and transparent assessment process, ultimately benefiting both learners and the employers who rely on these qualifications for recruitment.

Hayley Pells is Policy Manager at the Institute of the Motor Industry