So we have @GavinWilliamson suggesting full-on PQA and @UniversitiesUK suggesting a slightly less dramatic PQO (O = offers) - so probably some kind of big change coming. While it’s important that universities are in a position to manage an efficient admissions system (cont..) The most important thing in consulting on new proposals is to map any new process through the student lens. Alongside all the obvious benefits of a post-results system there are also some risks:

I recently signed up for posts from @e_Literate and every one has been mind-expanding - most recently this one on The Anatomy of a Scaled Digital Seminar by @mfeldstein67
bit.ly/38zn4Ar He shows how 'Agile' methodologies can translate to social feedback and peer assessment, critical building blocks for a scaled seminar. "various Agile methodologies all emphasize team roles, regular check-ins, and frequent constructive feedback from teammates."

In case anyone's still interested in how the university admissions process is going 19 days after 'official' results day, here's a short thread. All data from @ucas_corporate data explorer Activity still some way above 'normal' year - net daily changed in placed UK-dom applicants shown below

As we seem to be moving inexorably towards accepting Centre Assessed Grades (CAGs) for GCSEs and perhaps also for A levels (and other Level 3 quals), this is a short thread on the implications for university admissions As of Friday c.40K students were placed at Insurance (2nd choice) or Clearing - that's 40K students whose place at University might be changed if CAGs were implemented. (and that number will have increased a lot over the weekend)

The @ONS stats today suggesting students who defer a year are more likely to get a first and be in a good job are highly irresponsible. Students who defer are much more likely to be from affluent backgrounds and therefore more likely to be @RussellGroup
bit.ly/3ebTLUJ And therefore more likely to have high pre-uni qualifications, get a good degree and get a good job

I had five jobs in my (executive) career. For job#1, someone took a chance on me: I was female, I had no degree and my best qualification was 100wpm shorthand and typing. But I was articulate, white, and middle-class. I'm 100% sure I wouldn't have got it had I been Black. Job #3 was CEO of a professional body in the pub industry. It was enough of a stretch for them to appoint a woman. 100% I wouldn't have got it had I been Black. That was the job where I got the education bug and which I eventually left to get a degree in my early 40s

A few thoughts on fairness re exams, this year’s GCSE and A level students and university admissions. The current exam system and university admissions are broadly fair - in aggregate. Strong students get strong grades, and have more choice for university places..... Weaker students get lower grades and have less choice for university. Overall the system works pretty well. But hides numerous individual cases where fairness could be challenged - eg some schools not pursuing re-marks where there’s a rogue result; others pursuing vigorously

I have to say, I'm loving the Augar Review. It's a terrific read (all 216 pages) - lots of insightful analysis (with historical context) and some ultra-thoughtfully crafted recommendations. Here are some stand outs for me: In England, only 4% of 25 yos have Level 4/5 as highest qualification - compared to nearly 30% holding Level 3 or Level 6. Augar nails this system fault-line with proposal for 'Lifelong Learning Allowance' based on 30 credit funded credits to be built up as and when relevant