ALL/QCA Meeting Report

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Notes of a meeting held at QCA on 30 January, 2006.

Topic: ‘severe grading’ in MFL at GCSE and A level

Present: Angus Alton (Programme Leader, Comparability, QCA), Barry Jones (ALL – past president), Chris Maynard (Adviser for MFL,QCA), Helen Myers (Ashcombe School, Chair London Branch, ALL) and, for part of the meeting, Kathy Wicksteed (President ALL). Linda Parker sent her apologies for absence caused by illness.

Introduction

Discussion was based on a paper presented by Helen Myers. This she had written in response to members’ concerns about the apparent ‘severe grading’ of MFL in GCSE and A level, and a decision by ALL Executive Council to explore the issue. This detailed document and the data collection were Helen’s work completed after consultation with seven other members of the Executive Council.

Discussion

The main foci of the discussion which should be read together with Helen Myers’ paper were:

1 prior attainment as a reliable predictor of grades in GCSE

2 standards in MFL year-on-year

3 the comparability of GCSE grades awarded in subjects other than MFL and those

awarded for MFL

4 the definition and use of the term ‘severe grading’

5 the effect on pupils, Heads, teachers of MFL and other subjects, parents, and others of

GCSE grades in MFL being lower than those in other subjects

The first two points were not part of the paper but were raised by QCA

1 prior attainment as a reliable predictor of grades in GCSE

QCA experts stated that prior attainment is the most powerful predictor of attainment and accounts for approximately 50% of the variables. The other 50% are a complex mix of factors such as motivation, time given to teaching the subject, perceptions of the relative importance of MFL, gender balances, etc.

2 standards in MFL year-on-year

QCA stated that there was persuasive evidence from their data that standards in MFL year-on-year had not changed significantly in recent years.

3 the comparability of GCSE grades awarded in subjects other than MFL and those

awarded for MFL

This section was the main substance of Helen Myers’s paper. The QCA acknowledges that the data provided by PANDA and Relative Performance Indicators (PFIs), and the DfES represent the situation fairly. The data show that grades in French and German are half a grade below the average awarded in other subjects, whereas in Art, Drama, English and PE they are about half a grade above, thus confirming that there can be a difference of one full grade between MFL and some subjects. QCA experts intend to investigate differences between subjects but say that to make grades comparable is probably impossible. However, the subject was under review.

What, however, is possible is to change is what is examined in the GCSE examination; examining in certain ways can record different kinds of performance and thus result in different grades. It may also be the case that what is measured in GCSE may not reflect completely the range of the candidates’ competences. ALL and all interested bodies could explore what exactly we want the GCSE to measure in MFL.

4 the definition and use of the term ‘severe grading’

The term ‘severe grading’ is taken from research by Professor Tymms and Robert Coe at CEM (responsible for ALIS, MIDYIS etc), University of Durham (see report in The Times September, 2004). QCA were uncomfortable with the use of the term because it, amongst other interpretations, could be taken to imply that the solution is simply to lower the grade boundaries which may not be the most sensible way forward.

5 the effect on pupils, Heads, teachers of MFL and other subjects, parents, and others of GCSE grades in MFL being lower than those in other subjects

The perceived effects of GCSE grades in MFL being lower than those in some other subjects are that;

For pupils: Modern Languages are seen to be ‘hard’ because grades A – C are perceived to be more difficult to achieve in Modern Languages than in some other subjects

For teachers: Teachers see that grades in MFL are lower than grades in some other subjects. This, some MFL teachers believe, may lead to criticism from Heads, pupils, parents, employers as well as self criticism, low morale etc

For Heads: lower grades may affect league table positions and may be a factor which leads to pupils not opting to choose MFL at 14+ and at A level.

Discussion explored the possibility of making clearer and more explicit not only what performance in GCSE indicates in terms of what learners have really achieved but perhaps more widely what the study of a MFL seeks to promote not only expressed in terms of linguistic competence but also as an indicator of cultural awareness.

A further dimension that was discussed was the use or misuse of outcomes in terms of accountability. QCA strongly endorsed the concerns expressed in the paper about the simplistic use of raw GCSE results to evaluate teacher and departmental performance.

Notes amended by Barry Jones after consultation with all those present at the meeting.

February, 2006

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