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We continue to work to manage its impact on our June 2021 exam series.  \nWe are completely focused on doing everything we can to support schools and students. Our priorities are keeping students and school staff safe, and helping students to progress with their education in the fairest way possible.  \nIn this document, we explain how we will set and align standards in a fair way for exams (by far the largest proportion of student entries in June 2021) and for school assessment.  \nStudents taking Cambridge International exams will not be systematically advantaged or disadvantaged compared to students whose grades are determined using our school assessment grades process or the process used by schools in England for similar qualifications. The route a student takes in June 2021 will not determine how hard it is to achieve good grades.  \nAs we have said previously, we have adapted our assessment significantly for the June 2021 series. Our approach is:  \n[1. to](1. to) run exams1 where safe and permitted, because exams are the most reliable way to assess students  \n[2. to](2. to) introduce extra temporary measures-such as adjustments, exemptions and expanded special considerations- into our exam requirements, so as many students as possible can access the exams  \n3. to accept school assessments in the small number of countries, or regions within countries, where directives from national or local authorities mean that exams cannot go ahead, so students can progress to the next stage in their education or employment without delay.  \nThe measures outlined here will allow the greatest number of our students to submit work for assessment in June 2021. This means they will receive results which are as fair as possible given the disruption of the pandemic and the changes to assessment models used for similar qualifications issued by other exam boards.  \nHow we will set standards for exam grades and align them with schoolassessed grades in June 2021  \nOur usual approach to grading exams uses a variety of statistical and judgemental methods. These methods help us maintain the awarding standard from a previous exam series, usually the exam series the previous year.  \n1 In this document we use the term exams to mean the range of assessment methods that we usually use, including not only timetabled written exams but also practical assessments, coursework etc.  \nOne method is using ‘benchmark centres’ -schools with large and stable numbers of entries. For each syllabus, we identify which centres meet our criteria to be considered as benchmark centres. We expect that the grades awarded to a large group of benchmark centres, considered as a whole, will remain stable from year to year under normal circumstances.  \nFor June 2021, our grading process will look back to the last June exam series, which was June 2019. We will identify a set of benchmark centres from the centres submitting school-assessed grades.  \nOnce we have collected their school-assessed grades from the benchmark centres, we will be able to see how much the standard has moved since June 2019 in the countries and regions where school-assessed grades are to be awarded, including in England.  \nHaving determined how much the standard has moved, we will set grade thresholds for our exams which permit the same level of movement compared to June 2019.  \nIn this way, students taking our examinations will not be systematically advantaged or disadvantaged compared to those whose grades are determined using school-assessment.  \nUnderstanding the standard of school-assessed grades  \nIn June 2020 we (and all other exam boards offering similar qualifications) issued predicted grades (a form of school-assessed grades) . The final grades issued rose more overal","cbCaikc9eAMYN9ro","https://ap.wps.com/l/cbCaikc9eAMYN9ro","pdf",41525,"English","# Introduction and background\n# How we will set standards for exam grades and align them with school-assessed grades in June 2021\n## Benchmark centres and grade thresholds\n# Understanding the standard of school-assessed grades\n# Maintaining standards year on year, and aligning with standards in England","[{\"question\":\"Why does the document focus on setting and aligning standards for June 2021?\",\"answer\":\"The document explains that Covid-19 continues to affect teaching, learning, and assessment. It therefore describes how fairness will be maintained when exam grades and school assessment processes are both involved in June 2021.\"},{\"question\":\"What is the overall approach Cambridge will use for June 2021 assessment and exams?\",\"answer\":\"The approach runs exams where safe and permitted, adds temporary measures like adjustments and exemptions to improve access, and accepts school assessments in countries or regions where exams cannot go ahead.\"},{\"question\":\"How are exam grade standards set using benchmark centres?\",\"answer\":\"Cambridge identifies benchmark centres with large and stable entry numbers for each syllabus. It then compares how the standard has moved since June 2019 by collecting school-assessed grades from those benchmark centres and setting grade thresholds that permit the same level of movement.\"}]","Setting and aligning standards in the June 2021 series | PDF",1792727669]