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Explains how each final grade should be a holistic professional judgement based only on three substantial pieces of evidence covering students’ knowledge, skills and abilities, excluding irrelevant factors such as demographics, behaviour or background. Identifies common unconscious bias types, recommends reflective questioning, and suggests using previous years’ data cautiously with contextual awareness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guidance-about-avoiding-bias-in-determining-school-assessed-grades-june-2021/645270/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guidance-about-avoiding-bias-in-determining-school-assessed-grades-june-2021/645270.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What should teachers focus on when determining school-assessed grades in June 2021?","Question",{"text":112,"@type":113},"Teachers should make holistic professional judgements based only on the three substantial pieces of evidence for each candidate’s knowledge, skills and abilities in relation to the subject.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors must not influence the centre’s judgements?",{"text":117,"@type":113},"Judgements must not be affected by irrelevant characteristics such as a candidate’s gender, race, religion/belief or disability, nor by behaviour, character, appearance, social background, siblings’ performance, parental opinions, or knowledge of grades needed for a university offer.",{"name":119,"@type":110,"acceptedAnswer":120},"How can teachers reduce the risk of unconscious bias?",{"text":121,"@type":113},"Teachers are urged to reflect on and question their preconceptions about each student and whether perceptions of evidence might be influenced by irrelevant factors. 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In June 2021, the school-assessed grades will be based on actual achievement in three substantial pieces of work.  \nWe are providing the following extra information on objectivity in making a holistic judgement about how best to equate the grade given to each of the three substantial pieces of work or evidence to a single final grade for each candidate. This information is based on existing research and analysis about how centres can assess candidates as objectively as possible.  \nObjectivity in determining grades from students’ pieces of evidence  \nEach final grade should be a holistic professional judgement, balancing the level of performance seen in the three pieces of evidence used for each candidate . It is important that the centre’s judgements are objective; they should only take account of the three pieces of evidence of a student’s knowledge, skills and abilities in relation to the subject. This evidence should form the basis for teachers’ professional judgements about each candidate’s level of performance. Other factors should not affect this judgement, including characteristics such as a candidate’s gender, race, religion/belief or disability. Similarly, judgements should not be affected by a candidate’s behaviour (both good and poor), character, appearance or social background, or the performance of their siblings , parental opinions or the knowledge of grades needed to meet a university offer.  \nUnconscious effects on objectivity  \nWithout always realising it, everyone holds unconscious beliefs about others. These can be based on things like social factors or identities of others, as detailed above. There is a risk that objective judgements can be affected by unconscious beliefs and other types of bias.  \nTo avoid unconscious bias, teachers are urged to reflect on and question whether they may have any preconceptions about each student’s performance and whether their perception of the evidence might be affected by any irrelevant factors.  \nTeachers should be aware of:  \n• confirmation bias, for example noticing only evidence about a candidate that fits with preexisting views about them  \n• masking or halo effects, for example a particular view about an aspect of a candidate that hides, or overly accentuates, their actual knowledge, skills and abilities  \n• recency effects, for example giving undue weight to the most recent interaction with a candidate or the most recent piece of work done by a candidate  \n• primacy effects, for example giving undue weight to ‘first impressions’ of a candidate  \n• selective perceptions, for example giving undue weight to a candidate’s performance on a particular part of the content of the syllabus, rather than considering performance across the whole syllabus for Cambridge IGCSE, O Level, International AS & A level, Cambridge Pre-U and IPQ  \n• contrast effects, for example over-or underestimating a candidate’s likely performance having first considered a large number of students who are all working at a different standard.  \n• exception effects, for example, under-or over-grading a student’s performance if it is significantly out of line with (above or below) other students in that centre  \n• conformity bias, for example, placing undue weight on the opinions of others where these are not necessarily supported by the evidence  \n• affinity bias, having a more favourable impression of a student’s ","cbCaityWREwlrNsc","https://ap.wps.com/l/cbCaityWREwlrNsc","pdf",176443,"English","# The importance of objectivity\n## Professional judgement based on evidence only\n# Unconscious effects on objectivity\n## Key bias types\n# Using information from previous data\n## Considering context and limitations","[{\"question\":\"What should teachers focus on when determining school-assessed grades in June 2021?\",\"answer\":\"Teachers should make holistic professional judgements based only on the three substantial pieces of evidence for each candidate’s knowledge, skills and abilities in relation to the subject.\"},{\"question\":\"Which factors must not influence the centre’s judgements?\",\"answer\":\"Judgements must not be affected by irrelevant characteristics such as a candidate’s gender, race, religion/belief or disability, nor by behaviour, character, appearance, social background, siblings’ performance, parental opinions, or knowledge of grades needed for a university offer.\"},{\"question\":\"How can teachers reduce the risk of unconscious bias?\",\"answer\":\"Teachers are urged to reflect on and question their preconceptions about each student and whether perceptions of evidence might be influenced by irrelevant factors. They should be aware of biases such as confirmation bias, halo/masking effects, recency and primacy effects, and selective perceptions.\"}]","Guidance about avoiding bias in determining school-assessed grades - June 2021 | PDF",1792727673]