Ofqual publish literature review: divergence between teacher and test-based assessment

Fresh concerns have been raised around the potential under-grading of socioeconomically disadvantaged pupils and those with special educational needs and disabilities (SEND) in this summer’s assessments.

Ofqual’s literature review on systematic divergence between teacher and test-based assessment was published this week and provides an analysis of 22 relevant studies from the past 30 years for both the UK and abroad. Ofqual found that bias against disadvantaged pupils and those with special educational needs was a “common finding”. The study also found evidence of “slight bias” in favour of girls and varying evidence on ethnicity.
 
Whilst Ofqual found no evidence of under-grading due to protected characteristics or socioeconomic status in last year’s teacher assessments, Paul Newton, Research Chair, Ofqual, emphasised that the study “highlights the importance of having safeguards in place, including quality assurance arrangements”.