West Lothian’s approach to the assessments which replaced exams has been praised by the largest teachers’ union.
High school exams were cancelled for a second year because of the covid pandemic and the Scottish Qualification Authority decided a model based on classroom assessment should replace the traditional end of year tests.
However there has been widespread anxiety among pupils and parents that the assessments are little different to exams.
Local EIS secretary and president elect of the union Heather Hughes told a meeting of the West Lothian Council’s Education Executive: “There’s been a lot about exams that are not exams.”
She added: “Let’s be honest, they are exams.
“They are just smaller than they were before, but that is because the SQA is asking us for that.”
The crucial difference, she said, was that teachers were taking evidence from throughout the school year as part of their assessments of student ability.
Ms Hughes said: “I’d just like to remind members this is something that has been pushed onto us by the SQA.
“We are still in a global pandemic.
“This is a really tough time for young people but also for staff.
“There is no question that staff are finding this exceptionally difficult.
“They are also feeling that West Lothian is supporting them as much as possible, and I’d like to commend West Lothian for its support.”
Councillor Chris Horne had asked about well-being in schools and how young people and staff were coping with the assessment model.
Catrina Hatch, interim head of education (secondary), admitted that conditions are difficult for pupils and techers alike.
She added: “Without a doubt it is a stressful time for our young people and our staff in schools.
“We have taken various measures to try to mitigate the anxiety and pressure on our young people.”
The meeting heard that education officers are meeting once or twice a week with secondary heads and staff to monitor the assessment programme.
Teachers are working across a network of their subject peers, supporting each other.
Education Scotland has commended the council for establishing this collegiate approach to standards and to teaching and assessing subjects.
Mrs Hatch said: “It’s not one individual teacher who’s making that assessment if a young person’s work comes up to standard.
“Teachers are supporting each other.
“The difference between last year and this year is teachers had to bring inferred judgement so they had to consider any evidence they had gathered previously.
“The difference this year is they are applying decisions on evidence in front of them, with the support from colleagues.”
Mrs Hatch stressed that teachers were assessing pupils not in the two-and-a-half hour time frame that an exam would but over a time that was most suitable to a young person,
She acknowledged that teachers were facing an immense workload.
Schools have counselling in place and support teachers are “very alert to pupil anxiety.”
Key to making the assessment model work is open communication and Mrs Hatch stressed that parents and young people should contact schools.
She added: “I would urge all families, parents to get in touch with their schools if they have any concerns.”
After the meeting Councillor Horne said he is keen to ensure that pupils and teaching staff are given all the support they need over the coming months.
He added: “No matter what we call the assessments this year, they have become exams and that is causing so much anxiety for pupils, parents and teachers alike at the end of a very trying year.
“We have a duty of care to all those involved in the assessment process to protect the mental well-being, and while Mrs Hatch assured us much is being done, there is no room to rest in the efforts to look after pupils and staff alike.”
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