Centre Policy for Determining Teacher Assessed Grades – Summer 2021 (and Future Use).

Updated July 2025

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​The Centre Policy developed by The O’Brien International School for the Summer 2021 series is well-structured, comprehensive, and demonstrates a strong commitment to upholding the standards set forth by the Joint Council for Qualifications (JCQ).** The policy effectively addresses the principles, procedures, and quality assurance mechanisms essential for fair and consistent teacher-assessed grading during the disruption caused by the COVID-19 pandemic.

1. Purpose of the Policy

This policy outlines the approach taken by [School/College Name] to determine fair and evidence-based Teacher Assessed Grades (TAGs) for students in Summer 2021, as per guidance from Ofqual and the JCQ. It also serves as a reference for potential future exam cancellations or disruptions.

2. Roles and Responsibilities

• Head of Centre: Accountable for the implementation and integrity of this policy and submission of grades.

• Senior Leadership Team (SLT): Oversight of subject processes and quality assurance.

• Heads of Department/Faculty: Standardising and ensuring consistency within departments.

• Teachers: Collecting evidence and determining grades based on professional judgement.

• Exams Officer: Administering the grade submission process and liaison with awarding bodies.

3. Evidence Base for TAGs

Grades will be based on a holistic, objective judgment of student performance, using a range of evidence, such as:

• Classwork and homework

• In-class assessments and tests

• Mock exams

• Non-exam assessment (NEA/coursework), where applicable

• Past papers and exam-style questions conducted under controlled conditions

Note: Evidence must be recent, relevant, and appropriate for the course content covered.

4. Assessment Record Keeping

• Departments will maintain clear records of the evidence used for each student.

• Evidence must be stored securely and be available for internal and external quality assurance.

• Students will be informed of the evidence being used, but not the final submitted grade.

5. Quality Assurance Process

• Internal Standardisation: Departments will conduct standardisation to ensure consistency.

• SLT Review: Senior leaders will review a sample of judgements across departments for consistency and fairness.

• Access Arrangements and Reasonable Adjustments: Considered as part of the grading process for students with special educational needs or disabilities.

6. Avoiding Bias and Ensuring Objectivity

• All staff involved will complete training on unconscious bias and objective grading.

• Judgements will be based solely on evidence, not on predicted potential or external pressures.

7. Conflicts of Interest

• Any potential conflicts (e.g., family members being assessed) will be declared and managed in line with JCQ guidance.

8. Appeals Process

• Students will be able to appeal through a two-stage process:

  1. Centre Review: Internal review for administrative errors.

  2. Awarding Body Appeal: Escalation to the exam board if unresolved.

9. Retention of Evidence and Records

• Evidence and records used to determine grades will be retained until at least [insert date, e.g., 31 December 2021], or as directed by JCQ.

• Digital and physical storage protocols will be followed for data protection.

10. Communication with Stakeholders

• Clear communication with students and parents/carers throughout the process.

• Information evenings, letters, and FAQs provided to ensure transparency.

11. Contingency Planning for Future Use

• This policy will be reviewed annually and updated based on national guidance.

• In the event of future disruption to public examinations, this framework will be reinstated or modified in line with government and JCQ expectations.

Signed:
Head of Centre: ______________________
Date: ____________________________