The Official Report is a written record of public meetings of the Parliament and committees.
All Official Reports of meetings in the Debating Chamber of the Scottish Parliament.
All Official Reports of public meetings of committees.
Displaying 1607 contributions
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Is there time for me to ask another question, convener?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
I completely understand that there is a legitimacy to that question if it is suddenly the case that there are 20 straight As in a class where that has never previously been the case. However, the questioning of high grades is disproportionately more likely to have happened in a school in a more deprived area.
Have you done any assessments since last year to check how many quality assurance conversations you had with school leaders in your most deprived communities compared with the number that you had with school leaders in the least deprived communities? Have you checked whether there was a disproportionate amount of such quality assurance going on?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Most local authorities that used historical data as part of the process used data from in the region of 2015 to 2019; they excluded data from 2020. What did your local authorities and RICs do? Did you include the 2020 data in the historical average?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer (West Scotland) (Green)
My supplementary was on Bob Doris’s line of questions, and the conversation has moved on a touch, so I am happy to bring it into my line of questioning.
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
In that case, I will be very brief.
I want to go back to the issue of the volume of assessments—it might have been Willie Rennie who raised it—that young people had to sit in the three or four-week sprint in April and May, in particular. Yesterday, I spoke to a young person who had had 30 assessments in a fortnight, and they were taking two highers and two advanced highers, so that was on top of dissertation deadlines and so on. Did you receive any guidance from the SQA as to how those final assessments should be timetabled to avoid that kind of compression? A lot of that was due to the perfectly valid motivation of teachers to let pupils sit the same assessment over again a couple of times to maximise their chance of getting a good grade, but the cumulative impact was quite negative for the mental health of some young people.
11:00Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Larry Flanagan has distinguished a couple of times between the problems that were inherent in the ACM and those that were compounded by the lockdown period and school closures from January to March. When our predecessor committee was scrutinising the SQA last autumn and in the spring of this year, it was very hard to get an understanding of what scenario planning had been done for a period of prolonged school closure during the year. What is your understanding of the scenario planning that was done by the SQA and by the Scottish Government last summer? The answer that we often got was, essentially, just the repeated affirmation that schools were not going to close. Are you aware of any scenario planning being done on the impact of prolonged closure on the certification model?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Would Seamus Searson or Tara Lillis like to comment on scenario planning and whether that took place?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
I would like to return to the questions around moderation and the issue that Oliver Mundell raised about the use of historical data. I completely understand the need for a level of moderation to ensure that an A grade in one school is equal to an A grade in another, but moderation that includes the use of historical data—school-level performance data—seems to do the opposite. We have had an attainment gap in Scotland for a long time—a socioeconomic attainment gap, as well as one between those with and those without additional support needs. Surely, any moderation system that uses historical data automatically puts more of a question mark over higher levels of achievement by young people from a deprived background compared with such levels of achievement by pupils from a more affluent background. If a class of higher pupils in Drumchapel had got straight As, that would have been viewed with more suspicion than a class of higher pupils from Newton Mearns or Clarkston having done so. How did you deploy a moderation system that included the use of historical data without simply having far more conversations with teachers at your schools in areas with higher levels of deprivation?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
Did you—
Education, Children and Young People Committee
Meeting date: 22 September 2021
Ross Greer
That is fine, convener.