'Change and opportunity' in exams

19th August 2010

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Andrew Hall, chief executive of the Assessment and Qualifications Alliance, speaks to ePolitix.com about its role in A-level results day.

A podcast of the interview can be listened to.

The Assessment and Qualifications Alliance is the largest awarding body in the UK. What level of activity have you had around the A-level and GCSE results?

This has been a really strong year for students generally. We have processed 10.5 million marks and dealt with other 1.5 million candidates, which is a massive responsibility and one that we take really seriously.

For the AQA a good year means one in which the students get the grades that they expect, at the time that they expect, and understand why they have got the grades that they have received. So, yes, it has been a good year.

This is the first year in which the A* grade has been used at A-level. Will this prove to be a successful initiative?

Time will tell. On first glance, it looks good. The A* grade was brought in to really provide differentiation for universities and employers, amongst the growing group of students who are performing at the top end of the spectrum. Everyone said that something more was needed and, on the face of it, this appears to have worked extremely well.

How can children and parents who disagree with results that they have received complain? Is there a procedure in place?

Absolutely, yes there is a procedure - as you would expect. It is very important to recognise that students need to talk to their teachers or their college, depending on where they go.

There is then a very clear process. We have something which is called 'enquiries about results', which schools put forward on behalf of their students. Where somebody has a university place hanging on this, which is the most sensitive situation for A-levels, we commit to turning around their enquiry within 15 days.

What I would say, as well, is that they should absolutely talk to UCAS - the university administration service - and tell them that they are enquiring about results. UCAS then have a process to talk to the university and, if it was my child, I would also have the child talking to the university. You cannot over-communicate when you have a query.

Thankfully there are not that many enquiries. We have geared up this year for nearly double the normal level of enquiries - purely because of the high competition for university places - so we want to be sure that we can respond.

What does the future hold for examinations under the new government?

Change and opportunity. After 13 years of one administration, it is not surprising that we now have a new government coming in full of ideas, full of enthusiasm and in a hurry to get on with it.

We really welcome what they have said about opening up assessment and qualifications for choice. We believe that we have a big part to play in that, along with the other awarding bodies. I think that we will see more choice and more assessment that is tailored to need. The challenge for us all is to get people involved in the process.

The more that we can make sure that the decision-making is based on hard evidence the better - which is why our research activity is at the centre of everything we do. It is there for people to use, it is there for government to use. In my speeches I stand ready and am actively involved in trying to influence that debate.

What changes to examinations would you like to see implemented?

At the top of our list, and something that the AQA believes very strongly in, is a change to the system of league points for qualifications. There are a series of equivalences that are not regulated, and we believe that they ought to be regulated. This leads to students, particularly at GCSE level, making the wrong choices by taking quasi-vocational qualifications - not because they are right for the student, but because they are a quick way for schools to get league table points.

When these students progress to want to take A-levels, perhaps A-level Physics, their preparation isn't enough, so we really want to see much stronger regulation or a removal of league table points for qualifications.

At A-level I think it is about flexibility as well. A-levels are not just about students going to university, though that is important, they are also for employers to use, for students to take into apprenticeships and a whole range of things. We need to be really clear that we are assessing across a whole spectrum, and that is where some degree of looking at AS and A2 is important.

Are there any additional points that you would like to raise, or any important issues to emphasise for students getting their A-level and GCSE results this week?

I'm a parent myself, my children went through this process which I know is stressful - I think it is more stressful for parents than students on occasion!

The key thing is to say well done. There may well be a frenzy about 'are the results as good as they have always been?' and 'is there dumbing down?' We just need to rise above that and say to these children 'well done', to their parents 'you should be very proud of what they have achieved' and we should spare a thought for those who haven't quite got what they want and say 'don't be down-hearted, look at how you have performed and look at how you can improve in the future and enjoy the rest of the summer'.