Survey on GCSE ML severe grading – Nov 17

Over 2,600 ML teachers, middle and senior leaders responded in under a week to show the strength of their concern and the impact of the problem. The survey follows on from a Joint Letter from ALL, ASCL, HMC and ISMLA to Ofqual in July urging that Ofqual address the issue of severe grading in GCSE ML, in the context of Ofqual addressing the issue at AL ML.

This is a historical anomaly whereby, going right back to the time of O-levels, Modern Languages (Fr, Gn, Sp) have been graded, on average, half a grade more severely than other EBacc subjects. This severe grading was accepted in the QCA Report of 2008, and yet the situation is still there. The one-off change needed is within existing marking and grading tolerances and changes which have already happened, so this does not affect standards.

• This survey shows overwhelmingly strong support for such a change, with 98% (over 2,500) urging Ofqual to take action.

• It also shows the devastating impact severe grading has had on the decline in numbers studying the subject, and over 90% reporting in their school the resulting negative perceptions pupils hold about the subject and effect on progression routes.

• As a result, numbers at A-level (both students and schools offering) and at HE are dropping and the subject is under severe pressure.

• Over 80% reported that in their school, severe grading at GCSE has also had a negative impact on the judgements about the performance of the subject within schools and individual staff. Comments made through the survey illustrate the concerns of teachers:

• “We need to ensure Ofqual is aware of the impact of severe grading.” • “An opportunity for MFL teachers to spring into action and share views about GCSE grading.”

• “..so important to get this feedback to Ofqual.”

• “Severe grading issue addressed (to some extent) at A level but not GCSE.”

• “It’s so important to take this opportunity to be heard!”

• “..so important for our wonderful subject and our aspirational students giving it their all currently”

• “Totally agree – the impact of severe grading in MFL assessments needs to be taken seriously and addressed by @ofqual!” (university)

• “This is really important, and for more reasons than we could even get into the new #240characters — health of the discipline at all levels,..” (university)

• “MFL under severe pressure in our school due to lower than desired results (academy in selective area)”

• “The situation is quite disheartening. German is basically dying out at state schools.”

• “This [severe grading] then does have an effect on the number of pupils selecting languages for GCSE and beyond.” (indept)

Contacts / involved in disseminating the survey: Suzanne O’Farrell, David Blow (ASCL), Helen Myers, Annalise Gordon (ALL), Sara Davidson, Nick Mair (ISMLA), William Richardson (HMC)

More information

Survey

ASCL hosted survey about GCSE ML grading (open to non-ASCL members as well), circulated via ALL, ISMLA, HMC etc

Survey opened 5 pm Tues 7^th November

By 5pm Friday 10^th November (just 3 days later), there were over 2100 responses !!

By end Monday 13^th November (close of survey), there were over 2600 responses !!

Massive response shows extent of concern; to give context, the Ofqual Inter-Subject Comparability (ISC) survey in 2016 received 216 responses.

Q.1 Are you aware of severe grading in GCSE ML exam grades?

Yes: 2,540 = 96%, No: 100 = 4%

Q.2 Do you support the ASCL position statement?
“ASCL supports Ofqual in tackling severe grading in GCSE MFL so that students learning mainstream GCSE MFL should have a reasonable expectation that they will get similar grades across EBacc subjects, without any systematic variation“

Yes: 2,587 = 98%, No: 52 = 2%

Q.3 Has severe grading had an impact on ML in your school for pupils?

	Yes		No		Total
a) a decline in the numbers studying the subject KS4	81%	2066	19%	498	2564
b) pupils have a negative perception about the subject	96%	2501	4%	108	2609
c) a negative impact on progression routes	96%	2489	4%	103	2592

a) is slightly lower because some schools have maintained a policy of pupils doing a ML irrespective of the grading consequence

Q.4 Has severe grading had an impact on ML in your school for staff including SLT?

Expect a) to be lower than b) and c) as most schools are “good”, and would take a substantial factor to move up or down, although there may be comments in report

	Yes		No		Total
a) impact on Ofsted judgements about performance of school	45%	1141	55%	1373	2514
b) impact on judgements about performance of subject	88%	2314	12%	305	2619
c) impact on judgements about performance of staff	83%	2152	17%	447	2599