It started last week in response to Scotland’s results day and it has ramped up over the weekend. By Thursday we can expect a crescendo of outrage about how unfair the centre-assessed grades approach to qualifications is this year. The main outcome of this media frenzy is that most observers, many young people and adults awaiting results and those in the education system are now questioning the process that it undermines confidence in the whole system.

We will probably have to wait some weeks to really assess the process but it likely that there will be more outrage in the next few days and lots of stories of unfairness on results days this week and next. I think there are three things we can be certain about: firstly, that the interest in the results this year has exposed that there is inequality throughout education, with disadvantaged students doing less well at every level. That is a good thing, because that inequality is grossly unfair and needs addressing. But that’s not the fault of the system Ofqual has put in place this year.

Information: How schools can appeal GCSE and A-level results 2020

Exclusive: Teacher grades ignored in most GCSE results

Background: GCSE resit students - what to expect from results day

An imperfect system

The second certainty is that the system of centre-assessed grades being used this year is imperfect. But then so is the system we have been using for years. Whether it be marking inconsistencies or simply students under-performing on the day, we all know that exam- and test-based assessment are at best the least-bad approach to rank or sort people on their abilities, skills and knowledge. There are longstanding associated questions of how relevant the curriculum is, whether the assessments are suitable in different disciplines and the difficulties of having assessment that works fairly for everyone. So, let’s not criticise this year’s system as if the past was perfect.

Thirdly, there will be more people keen to expose the flaws in this year’s approach than those willing to offer alternatives. Some of the rhetoric being used to support the system this year, including the assertion that “nobody should be disadvantaged”, cannot be achieved. But then that level of perfection has never applied to the pre-pandemic system of exams and assessments. It could be that this year’s approach is the least-bad that was possible given the unique circumstances; it might be that a better approach could have been devised, but the time for that debate was a few months ago, not now.

What is needed now is a clear focus on the future. GCSEs and A levels are stepping-stone qualifications for most students - into college, into the sixth form, into university, into an apprenticeship, into a job. Our collective job, therefore, is to ensure that every young person is supported in making that transition successfully rather than focussing on grades missed, or unfairness in the assessed grades system.

That means a much more fair-minded and bespoke approach by institutions involved, taking into account the potential unfairness for individuals. That means a much more personalised and contextualised decision by universities, schools and colleges about students wanting to access their courses. It certainly needs decision-makers to look at the potential of the individual rather than simply the grades achieved, or indeed missed.

We can also expect to see appeals by schools and colleges where they can see unfairness as well as advising a small number of students to sit exams and assessments in the autumn where they can fit them in. But the best advice for anyone awaiting results is to focus on their next desired step; if they can make that step with the grades they achieve, then looking back will probably not help them much.

Not accepting injustice

This is not about ignoring or accepting injustices, but it is about being pragmatic and focusing on outcomes. Being able to enrol on that level 3 course at college or gaining access for that undergraduate course are much more important than grades. In the long term, the grades will matter less than the progression achieved.

Two other things matter, of course. The first is that we try to build better processes in place so that this year’s process never needs to be repeated. From this year’s experience, we all need to work with Ofqual and awarding organisations to learn how to build a more resilient qualifications system just in case things like this happen again. And secondly, we need to put more time, energy, thought and resource into tackling the unfairness and inequalities in the whole education system, which largely mirror and reinforce those in our society. Now that is something worth getting exercised and outraged about.

David Hughes is chief executive of the Association of Colleges