It is clear that the decision by Cambridge International to press ahead with exams in many nations is causing deep concern among teachers, parents and students alike.
It is understandable. While most exam boards have reverted to teacher-assessed grades, Cambridge seems determined to let exams go ahead wherever possible, even as it cancels them in other nations, most notably the UK.
It is actions such as this that have made so many concerned about a level playing field - or lack of one.
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Many are questioning how a student who receives a teacher grade from an International A level in the UK can be judged against a student overseas who had to sit an exam despite maybe only having a few weeks of in-school teaching.
Examinations are often a stressful time for candidates and their families, and more so given these exceptional circumstances. Plus, international schools are operating in a wide variety of different contexts, all with their own unique circumstances.
For that reason, further clarity is still required on what happens if exams are suddenly unable to go ahead in a country due to changes in law, or how appeals will be handled that take consideration of the situation a student may have faced in a particular nation.
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That we’ve ended up in this situation - with some exam boards setting no exams and another pressing ahead with them - is a strange and unintended consequence of the lack of regulation over some of the international curricula schools can choose from.
While probably no one foresaw a pandemic occurring to lead to a situation where some exam boards are setting exams and some are not, the novelty of the situation is clearly no solace for many.
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Indeed, I do wonder what the longer-term impact might be of all this, though - especially with regards to the reputation of the “British” exam system in the eyes of parents around the world; often parents with significant political, social and economic clout.
As I made clear in my consultation response to the Department for Education around assessments, there are genuine concerns that the mixed approach to exams is eroding the reputation of British qualifications as the global “gold standard”.
For students, too, there will be a lot of stress and unhappiness about the situation they are in. Teachers, leaders and support staff continue to provide excellent support for their students. However, it’s important to remember that these are students, both of UK origin and from across the world, who have placed their faith in the British education system.
They cannot and should not be overlooked or discounted as mere statistics - their futures are at stake and their concerns are valid.
For international schools, there could well be a long-term impact, too: many may think twice about who they choose for their assessment provider for the future - given the level of unhappiness of some headteachers I have spoken to, this is no small detail.
Universal awareness?
Lastly, one of the biggest concerns now is to understand how universities in the UK will be made aware of the fact that some applications will come from students who sat exams, and some who received teacher-assessed grades.
I am sure the higher education sector is aware of this and working hard to ensure that students are judged fairly when it comes to applications.
Nonetheless, with so much changing in education on an almost daily basis, it is easy to see why there is concern among all affected by Cambridge’s decision to press ahead with exams that their plight is being overlooked.
Yet we at COBIS are not “on mute” - and others in international school associations and groups, plus wider organisations affected by this situation - and we are working hard to ensure there is awareness of the concerns coming from schools, families and pupils.
Perhaps the publication of Ofqual’s consultation document on exams this week will bring some much-needed answers.
Colin Bell is CEO of the Council of British International Schools
