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Angry Gcse Result Parents .....
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I don't know about all of you but we have a local FB Page for our town and you can ask anything relevant to the area. Well you can imagine after yesterday's GCSE results have sunk in there have been bragging parents, which I understand to a degree. But today there is a really really irate woman . Her son got a D in maths last year and he re sat it this year. Yesterday he got a - F. She's gone mental, going to report examination board blah lab. Bless him, maybe he is just no good at maths. But all his friends can see this , all his neighbours ........ Feel sorry for him.
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For more on marking an answer as the "Best Answer", please visit our FAQ.Perhaps she needs to know a bit about the history of the exam system?
GCE O-levels were originally targeted at just the top 20% of the population academically, with CSEs for the next 40% below and with the remaining 40% being considered 'below examination standard'.
Over the years the two systems combined (as GCSEs) and the grade systems were merged, with the current A* to C grades representing an old O-level pass standard. So, based upon the original criteria, only 20% of young people should be achieving those grades. In fact around 67% of young people actually do. (The courses are still just as demanding but teaching standards have risen and, more importantly, the grade boundaries have fallen). Even so, around one third of all candidates should still be expected to fall below a C grade in their maths result.
Of course there could be a problem with trying to explain these figures to the women you're referring to. I'd be prepared to bet that, just like her son, she doesn't understand percentages ;-)
GCE O-levels were originally targeted at just the top 20% of the population academically, with CSEs for the next 40% below and with the remaining 40% being considered 'below examination standard'.
Over the years the two systems combined (as GCSEs) and the grade systems were merged, with the current A* to C grades representing an old O-level pass standard. So, based upon the original criteria, only 20% of young people should be achieving those grades. In fact around 67% of young people actually do. (The courses are still just as demanding but teaching standards have risen and, more importantly, the grade boundaries have fallen). Even so, around one third of all candidates should still be expected to fall below a C grade in their maths result.
Of course there could be a problem with trying to explain these figures to the women you're referring to. I'd be prepared to bet that, just like her son, she doesn't understand percentages ;-)
A D then was a pass. Funnily enough, when I did my O Levels in the early 60s my board did not give grades. My certificates just record Pass for each subject (others may have had fail). Seemingly they did award grades 1 - 6, corresponding to A - C but these were only given to teachers and I had to beg to find out what my actual marks were.
A good question, JD33.
When I was a member of the Maths panel for a local CSE board we religiously determined the grade boundaries based on the rule that a median student for the year group as a whole (rather than for the actual number of CSE exam entrants) should be awarded a grade 4 (on an 1 to 6 pass scale). It wouldn't matter if every single candidate scored well over 90% that year; an 'average' candidate for the year group MUST only be awarded a grade 4, with only a small percentage (based upon a normal distribution curve) being awarded a (O-level equivalent) grade 1.
So, by definition, the CSE pass rate in Maths each year was always very similar to the one for the previous year. It could never be anything else!
However, at the same time, our colleagues on the English panel adopted the opposite approach, whereby they tried to define a certain standard of achievement applicable to each grade, irrespective of assumptions based upon normal distribution curves. So, surprise, surprise, CSE English results got better every year!
The GCSE panels seem to have adopted a criterion-based approach but with (in the early stages) the actual criteria being re-considered (i.e. lowered!) year upon year. In my own school days (irrespective of whether it was GCE, CSE or just an internal school examination) the assumption was that to achieve a 'top' grade in an exam you needed to score at least 90% (and, in many cases, as much as 95%), with anything much below 60% often being a 'fail' mark. These days it seems that in many exams (not just in schools), 70% will achieve a 'top' grade, with scores as low as 30% still being regarded as a 'pass'. In particular, that applies to quite a few university courses in Medicine, meaning that the 'fully-qualified' doctor who treats you might well have never score much over 30% in any of his exams!!!
When I was a member of the Maths panel for a local CSE board we religiously determined the grade boundaries based on the rule that a median student for the year group as a whole (rather than for the actual number of CSE exam entrants) should be awarded a grade 4 (on an 1 to 6 pass scale). It wouldn't matter if every single candidate scored well over 90% that year; an 'average' candidate for the year group MUST only be awarded a grade 4, with only a small percentage (based upon a normal distribution curve) being awarded a (O-level equivalent) grade 1.
So, by definition, the CSE pass rate in Maths each year was always very similar to the one for the previous year. It could never be anything else!
However, at the same time, our colleagues on the English panel adopted the opposite approach, whereby they tried to define a certain standard of achievement applicable to each grade, irrespective of assumptions based upon normal distribution curves. So, surprise, surprise, CSE English results got better every year!
The GCSE panels seem to have adopted a criterion-based approach but with (in the early stages) the actual criteria being re-considered (i.e. lowered!) year upon year. In my own school days (irrespective of whether it was GCE, CSE or just an internal school examination) the assumption was that to achieve a 'top' grade in an exam you needed to score at least 90% (and, in many cases, as much as 95%), with anything much below 60% often being a 'fail' mark. These days it seems that in many exams (not just in schools), 70% will achieve a 'top' grade, with scores as low as 30% still being regarded as a 'pass'. In particular, that applies to quite a few university courses in Medicine, meaning that the 'fully-qualified' doctor who treats you might well have never score much over 30% in any of his exams!!!
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Divebuddy:
JD33's school wasn't just a 'grammar school' (which plebs like you and I attended). I was a 'posh' ('direct grant') grammar school, where most of the parents paid fees:
https:/ /en.wik ipedia. org/wik i/Direc t_grant _gramma r_schoo l
JD33's school wasn't just a 'grammar school' (which plebs like you and I attended). I was a 'posh' ('direct grant') grammar school, where most of the parents paid fees:
https:/
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