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Roel Peters

Hi there, it's brave to be the devil's advocate in this post. But I'm not sure the attack on the model is misguided. I don't think many argue that the rate of A-levels should be around 25%. The problem are the parameters that go into the model. The final paragraphs of this post elaborate on this briefly: existing inequities are propagated through the model. The feeling of no/less impact on the predictions must be tough to cope with.


RP: Of course, in the U.S. also, any measure of school achievement is highly correlated with household income and housing prices. Asking a model to resolve this deep-seated problem is asking too much. If society is willing to agree on targets, such as downgrading "good schools" so their students get fewer As than before, then a model could be built to operationalize that. But now we will get cries of reverse discrimination. I'm thinking the biggest mistake in this A-Levels exercise is to have teachers grade on the same scale as the actual test. Will elaborate on this in a new post.

Thomas Dietterich

Isn't the main issue that the grade should depend only on the student and not on the other factors? When the student sits the exam, the score they earn is entirely determined by them. But this was replaced by a model of "guilt by association", or perhaps we should call it "upgrade/downgrade by association". Such a model has the causality wrong, and is therefore rightly viewed as unjust. While a statistical model with group predictors may give accurate predictions in aggregate, it is not appropriate for making individual decisions. The entire effort is ill-conceived.


TD: I hear that argument, and I'm grasping at a response to it because the entire industry of predictive modeling (or its other monikers, superviesd learning, AI) is guilt by association. The entire recommendation systems (collaborative filtering) industry is also guilt by association. Predictive policing is guilt by association. Clinical trials too. And I've also been preaching that a shortest-path solution for the average driver does not yield the shortest path for each driver. It's a deep question.

Ian Watkins

The predicted grades from teachers were not necessarily an example of 'grade inflation'.

If, in a class of 10 pupils, you know that 4 are capable of achieving an A/A* then you should predict their grade at that level. You also know that 1 of them is likely to mess up and not achieve their grade (this could be through misreading a question, or a change in home circumstances, etc) as historically you achieve 30% A/A* grades. Which of your A/A* pupils are you going to downgrade arbitrarily?

Another issue with the algorithm is that it assigned grades to pupils at schools from failure (ungraded) upwards, meaning that ungraded was filled first. If the algorithm decided that there was a non-zero chance of ungraded at a school then someone was given a U. This also leads to downgrading as the lower achievement grades are filled before the higher ones.

And the question that I don't think I've seen asked, why are so many pupils failing to achieve the grade they're capable of when faced with exams? Are exams the correct method for pupil assessment?
Why is it that grades are inflated this year, when you could say that grades are deflated in previous years because of exams.


IW: All discussion of grading always come back to whether pupils or people should be graded at all. What is the purpose of grading?

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