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Commenting on the SQA’s announcement that there will be no engagement with schools over any need to adjust estimated grades Dr Patrick Roach, General Secretary of the NASUWT-The Teachers’ Union, said:

“Teachers have worked tirelessly in extremely challenging circumstances to submit estimated grades that would be fair to all young people. This decision by the SQA contradicts previous commitments to engage with teachers where there is a difference between the historical attainment data and an estimated grade and will do nothing to instil confidence that the professional judgement of teachers has genuinely been placed at the heart of the grading process for this year.
“Teachers and leaders across the country continue to express concern that while they understand that arrangements for awards will need to be different this year, they remain unclear about the reasons behind some of these arrangements, in particular, the detail about the moderation process that the SQA will adopt to ensure the fair and consistent awarding of grades. Arrangements for candidates to appeal their grades has only recently been announced and has caused concern around potential workload implications at a time when the profession still has no clarity on what proposal will be adopted for the return to school in August.
“The NASUWT has repeatedly called for the SQA to share its thinking in these important areas and to take the teaching profession into its confidence as its plans began to take shape. This has not happened and instead of a conversation with the profession, the SQA are unilaterally imposing systems which not only contradict their previous public reassurances but also show scant regard for the professional judgement of teachers.” 
Jane Peckham, NASUWT National Official Scotland, said:
“From the start of this process the NASUWT has pressed for the SQA to publish the details of any equality impact assessment, particularly in respect of the extent to which equalities issues were taken into effective consideration throughout the design and implementation of the moderation process for 2019/20.

“It is very difficult to understand how decisions are being taken in the absence of any completed equality assessment. This remains to be addressed and only serves to further undermine teachers’ confidence in the process.”


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